Preservice to Inservice
Does Mathematics Anxiety Change With Teaching Experience
Bibliographic Data
| ID | 4922204 |
|---|---|
| Authors | Gina Gresham (University of Central Florida, Daytona Beach, USA, corresponding author) |
| Year | 2018 |
| Volume | 69 |
| Issue | 1 |
| Pages | 90-107 |
| Publication date | 2018-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487117702580 |
| OpenAlex | W2617062531 |
| Language | EN |
| Citations received | 17 |
| References cited | 30 |
Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Date revealed that all inservice teachers still experienced some degree of mathematics anxiety ( p < .001). Results have implications for teacher education programs concerning the continued professional support of teachers, measurement of mathematics anxiety levels among pre- and inservice teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced
Anxiety · Developmental psychology · Likert scale · Mathematical anxiety · Mathematics education · Medical education · Narrative · Pedagogy · Education, Achievement, and Giftedness · Mathematics Education and Teaching Techniques · Medicine · Motivation and Self-Concept in Sports · Psychology
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| Citations per year | 2.13 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |