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An Examination of Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-Service Teachers.

Gina Gresham

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Abstract

One hundred fifty six participants enrolled in a mathematics methods course were involved in the study which specifically examined Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre service Teachers. Data collection involved findings from the Mathematics Teaching Efficacy Beliefs Instruments (MTEBI), Mathematics Anxiety Rating Scale (MARS), and interviews with pre-service teachers. A significant, negative relationship between mathematics teachers' efficacy and pre-service teachers' mathematics anxiety (r= -.475, p<05) was found. Pre-service teacher interviews revealed that efficaciousness towards mathematics teaching practices is associated with mathematics anxiety and is the basis for their mathematics teaching efficacy beliefs. Pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.

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What this paper is about

One hundred fifty six participants enrolled in a mathematics methods course were involved in the study which specifically examined Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre service Teachers. Data collection involved findings from the Mathematics Teaching Efficacy Beliefs Instruments (MTEBI), Mathematics Anxiety Rating Scale (MARS), and interviews with pre-service teachers. A significant, negative relationship between mathematics teachers' efficacy and pre-service teachers' mathematics anxiety (r= -.475, p<05) was found. Pre-service teacher interviews revealed that efficaciousness towards mathematics teaching practices is associated with mathematics anxiety and is the basis for their mathematics teaching efficacy beliefs. Pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.

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Available abstract

One hundred fifty six participants enrolled in a mathematics methods course were involved in the study which specifically examined Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre service Teachers. Data collection involved findings from the Mathematics Teaching Efficacy Beliefs Instruments (MTEBI), Mathematics Anxiety Rating Scale (MARS), and interviews with pre-service teachers. A significant, negative relationship between mathematics teachers' efficacy and pre-service teachers' mathematics anxiety (r= -.475, p<05) was found. Pre-service teacher interviews revealed that efficaciousness towards mathematics teaching practices is associated with mathematics anxiety and is the basis for their mathematics teaching efficacy beliefs. Pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.

Key concepts: Mathematics education, Anxiety, Self-efficacy, Rating scale, Scale (ratio), Elementary mathematics, Connected Mathematics, Psychology

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