Current Search: Mathematics Anxiety (x)
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(1 - 3 of 3)
- Title
- ELEMENTARY TEACHERSÂÂÂÂ' PERCEIVED MATHEMATICS ANXIETY AND TEACHING EFFICACY IN RELATIONSHIP TO STUDENTSÂÂÂÂ' MATHEMATICS ACHIEVEMENT.
- Creator
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Sasser, Jennifer, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
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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...
Show moreThe 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.
Show less - Date Issued
- 2010
- Identifier
- CFE0003274, ucf:48521
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003274
- Title
- THE EFFECTS OF HANDS-ON INSTRUCTIONAL STRATEGIES ON FOURTH GRADE STUDENTS' ATTITUDES AND PERFORMANCE IN MATHEMATICS.
- Creator
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Hosack, Lindsey, Gresham, Gina, University of Central Florida
- Abstract / Description
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This study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments...
Show moreThis study summarizes research conducted in a fourth grade classroom in a suburban elementary school in the fall of 2005. This study investigated the practice of using hands-on instructional strategies, enhanced with technology, to improve students' attitudes and performance in mathematics. The classroom teacher supplemented conventional mathematics instruction with hands-on activities. Attitudinal data were collected using a pre- and post anxiety survey as well as journal writing assignments and student interviews. Performance data was collected using evaluative assessments. Results of this study showed a positive change in students' attitude towards mathematics. Student performance gains were recorded and analyzed throughout the 12-week study. Twenty of the 26 students who participated in the study scored satisfactorily on all evaluative assessments. Data indicated little change was evident in student performance on assessments due to the high performing students who participated in the study.
Show less - Date Issued
- 2006
- Identifier
- CFE0001025, ucf:46815
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001025
- Title
- AN EXPLORATION OF TEACHER PERSPECTIVES OF MATHEMATICS ANXIETY AND GENDER STEREOTYPING.
- Creator
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Browning, Jessica, Gresham, Regina, University of Central Florida
- Abstract / Description
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The purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I...
Show moreThe purpose of this study was to identify the current perspective of grades three through twelve in-service teachers regarding mathematics anxiety, its causes, and its relation to gender stereotyping. A short online survey was conducted to gain insight into their classrooms and perspectives of the subject. The results showed that mathematics anxiety did exist in the classroom, and in-service teachers did report seeing a gender gap between the anxiety experienced by females and males. I believe that from these findings it is important to conduct further research on in-service teachers to see in depth what they think. This is important because their beliefs about the subject can have a lasting impact on their students and their feelings towards mathematics.
Show less - Date Issued
- 2015
- Identifier
- CFH0004756, ucf:45347
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004756
