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ELEMENTARY TEACHERSÂÂÂÂ' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONS

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Date Issued:
2010
Abstract/Description:
The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÂÂÂÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachersÂÂÂÂ' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachersÂÂÂÂ' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
Title: ELEMENTARY TEACHERSÂÂÂÂ' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONSHIP TO STUDENTSÂÂÂÂ' MATHEMATICS ACHIEVEMENT.
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Name(s): Sasser, Jennifer, Author
Taylor, Rosemarye, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2010
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The focus of this research was to determine to what extent, if any, there were relationships among elementary teacher anxiety about learning mathematics, their anxiety about the mathematics they teach, their mathematics teaching efficacy beliefs, and their studentsÂÂÂÂ' mathematics achievement. The researcher also investigated potential intervening variables such as gender, grade level taught, level of college degree, and years of teaching experience, that may influence these relationships. Teachers (N = 119) from 11 elementary schools in a west central Florida school district participated in this study and completed the Mathematics Anxiety and Teaching Efficacy Survey. Survey data on mathematics anxiety and teaching efficacy were analyzed and correlated with mathematics achievement data, as measured by the 2009 Florida Comprehensive Assessment Test (FCAT) mathematics subtest. Through a review of the research results and related literature, the researcher concluded that there was not a statistically significant relationship between teachersÂÂÂÂ' perceived mathematics anxiety, anxiety about teaching mathematics, and student achievement. However, mathematics teaching efficacy was significantly correlated in a positive direction with student achievement. Review of the data also revealed that there was a statistically significant positive correlation between teachersÂÂÂÂ' perceived mathematics anxiety and anxiety about teaching mathematics. Additionally, there was a significant negative correlation between anxiety about teaching mathematics and mathematics teaching efficacy.
Identifier: CFE0003274 (IID), ucf:48521 (fedora)
Note(s): 2010-08-01
Ed.D.
Education, School of Teaching Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): Mathematics Anxiety
Teaching Efficacy
Student Achievement
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0003274
Restrictions on Access: private 2015-07-01
Host Institution: UCF

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