An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety
Abstract
The aims of this study are to (1) determine the level of mathematics anxiety (MA) of pre-service elementary school teachers, (2) compare the MA among pre-service elementary school teachers in terms of gender, and (3) compare the MA among pre-service elementary school teachers in terms of the semester. This research employed a quantitative approach with comparative research design. In addition, the samples were 498 pre-service elementary school teachers. The instrument used is the Revised-Mathematics Anxiety Survey (R-MANX) developed by Bursal and Paznokas (2006). R-MANX consists of 30 statement of a 5-point Likert scale. The data analysis was processed using one-way ANOVA assisted by SPSS version 23. The findings reveal that the MA of pre-service elementary school teachers is high. Further, it is revealed that there is no significant MA difference between male and female pre-service elementary school teachers. Also, there is no significance of MA difference among pre-service elementary school teachers who are in 2nd semester, 4th semester, and 6th semester. Therefore, the results of this research imply that MA can affect pedagogical competence of a teacher and it could have an impact on the way the teacher manages the class.
Keywords
Full Text:
PDFReferences
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185.
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860 LP – 1863.
Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75, 311–328.
Birgin, O., Baloglu, M., Çatlioglu, H., & Gürbüz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20, 654–658.
Bowd, A. D., & Brady, P. H. (2003). Gender differences in mathematics anxiety among preservice teachers and perceptions of their elementary and secondary school experience with mathematics. The Alberta Journal of Educational Research, 49(1), 24–36.
Burak, I., & Ozel, S. (2012). Mathematics anxiety among sixth and seventh grade Turkish elementary school students. Procedia - Social and Behavioral Sciences, 46, 4933–4937.
Bursal, M., & Paznokas, L. (2006). Mathematics Anxiety and Preservice Elementary Teachers’ Confidence to Teach Mathematics and Science. School Science and Mathematics, 106(4), 173–180.
Bush, W. S. (1989). Mathematics anxiety in upper elementary school teachers. School Science and Mathematics, 89(6), 499–509.
Çakiroglu, E., & Işiksal, M. (2009). Preservice elementary teachers’ attitudes and self-efficacy beliefs toward mathematics. Egitim ve Bilim, 34(151), 132–139.
Çatlioglu, H., Birgin, O., Serkan, C., & Gürbüz, R. (2009). The level of mathematics anxiety among pre-service elementary school teachers. In Procedia Social and Behavioral Sciences (Vol. 1, pp. 1578–1581).
Cornell, C. (1999). I Hate Math! I Couldn’t Learn it, and I Can’t Teach it! Childhood Education, 75(4), 255–230.
Dane, A. (2005). Differences in mathematics anxiety by sex, program, and education of university mathematics students in Turkey. Psychological Reports, 96(2), 422–424.
Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115.
Flessati, S. L., & Jamieson, J. (1991). Gender differences in mathematics anxiety: An artifact of response bias? Anxiety Research, 3(4), 303–312.
Galla, B. M., & Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52, 118–122.
Gautreau, C., Brye, M. V., & Lunceford, C. (2016). Mathematics-related anxiety and attitudes: Examining the impact among Latina preservice teachers. Journal of Latinos and Education, 15(1), 26–38.
Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24–31.
Goetz, T., Bieg, M., Lüdtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics? Psychological Science, 24(10), 2079–2087.
Gresham, G. (2009). An examination of mathematics teacher efficacy and mathematics anxiety in elementary pre-service teachers. The Journal of Classroom Interaction, 44(2), 22–38.
Gresham, G., & Burleigh, C. (2018). Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education, 30(2), 1–25.
Gürbüz, R., & Yıldırım, K. (2016). An investigation of mathematics anxiety of primary school teachers. Turkish Journal of Computer and Mathematics Education, 7(3), 536–552.
Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29–38.
Haynes, A. F., Mullins, A. G., & Stein, B. S. (2004). Differential models for math anxiety in male and female college students. Sociological Spectrum: Mid-South Sociological Association, 24(3), 295–318.
Hembree, R. (1990). The nature, effects, and relief of anxiety mathematics. Journal for Research in Mathematics Education, 21(1), 33–46.
Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szucs, D. (2016). Maths anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences Journal, 48, 45–53.
Hurst, C., & Cooke, A. (2014). Seeking a balance: Helping pre-service teachers develop positive attitudes towards mathematics as they develop competency. Open Journal of Social Sciences, 2, 210–216.
Isiksal, M., Curran, J. M., Koc, Y., & Askun, C. S. (2009). Mathematics anxiety and mathematical self-concept: considerations in preparing elementary-school teachers. Social Behavior and Personality, 37(5), 631–644.
Lague, A., Eakin, G., & Dykeman, C. (2019). The impact of mindfulness-based cognitive therapy on math anxiety in adolescents. Preventing School Failure: Alternative Education for Children and Youth.
Levine, G. (1998). Changing anticipated mathematics teaching style and reducing anxiety for teaching mathematics among pre-service elementary school teachers. Educational Research Quarterly, 21(4), 37–46.
Maryani, I., Husna, N. N., Wangid, M. N., Mustadi, A., & Vahechart, R. (2018). Learning difficulties of the 5th grade elementary school students in learning human and animal body organs. Jurnal Pendidikan IPA Indonesia, 7(1), 96–105.
Nunez-Pena, M. I., Suarez-Pellicioni, M., & Bono, R. (2013). Effects of math anxiety on student success in higher education. International Journal of Educational Research, 58, 36–43.
OECD. (2017). PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving. Paris: OECD Publishing.
Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. New Educational Review, 23(1), 213–226.
Rahayu, L. P., Sartono, E. K. E., & Miftakhuddin. (2019). Self-efficacy of primary school teachers in mathematics teaching: A comparative research on teacher training program products. Mimbar Sekolah Dasar, 6(1), 68–78.
Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving . Journal of Experimental Child Psychology, 141, 83–100.
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187–202.
Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open, 4(1), 1–13.
Rayner, V., Pitsolantis, N., & Osana, H. (2009). Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions. Mathematics Education Research Journal, 21(3), 60–85.
Reali, F., Jiménez-Leal, W., Maldonado-Carreño, C., Devine, A., & Szücs, D. (2016). Examining the link between math anxiety and math performance in Colombian students. Revista Colombiana de Psicología, 25(2), 369–379.
Recber, S., Isiksal, M., & Koç, Y. (2018). Investigating self-efficacy, anxiety, attitudes mathematics achievement gender and school. Anales de Psicologia, 34(1), 41–51.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Couseling Psychology, 19(6), 551–554.
Rizta, A., & Antari, L. (2019). Tingkat mathematics anxiety pada mahasiswa calon guru matematika. Jurnal Pendidikan Matematika, 13(1), 9–20.
Santrock, J. W. (2011). Educational Psychology (Fifth Edit). New York: McGraw-Hill.
Schillinger, F. L., Vogel, S. E., Diedrich, J., & Grabner, R. H. (2018). Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G). Learning and Individual Differences, 61, 109–119.
Sorvo, R., Koponen, T., Viholainen, H., Aro, T., Räikkönen, E., Peura, P., Aro, M. (2019). Development of math anxiety and its longitudinal relationships with achievement among primary school children. Learning and Individual Differences, 69, 173–181.
Stoehr, K. J. (2017). Mathematics anxiety: One size does not fit all. Journal of Teacher Education, 68(1), 69–84.
Vinson, B. M. (2001). A comparison of preservice teachers’ mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29(2), 89–94.
Wilkins, J. L. M. (2009). Elementary school teachers’ attitudes toward different subjects. The Teacher Educator, 45(1), 23–36.
Wilson, S. (2018). Understanding maths anxiety in pre-service teachers through a quality of life framework. International Journal of Child, Youth and Family Studies, 9(4), 168–187.
DOI: http://dx.doi.org/10.24042/ajpm.v10i1.4165
Refbacks
- There are currently no refbacks.
Indexed by:
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.