Math anxiety in middle school math teachers: implications for teacher practice and professional development
Pages 409 - 410
Abstract
We examine math anxiety in a sample of 33 middle school mathematics teachers in a large socioeconomically disadvantaged urban district. Most reported some math anxiety. Furthermore, findings suggest that math anxiety may adversely affect teachers' practices: the intensity negatively correlated with the emphasis they placed on instructional practices critical to students' development of both mathematical understanding and productive dispositions. We discuss the necessity to address math anxiety in research and practice in teacher professional development.
References
[1]
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33--46.
[2]
Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, validity, and reliability. Assessment, 10(2), 178--182.
[3]
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale. Journal of Counseling Psychology, 16, 551--554.
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Published In
June 2010
629 pages
- Conference Chairs:
- Susan Goldman,
- James Pellegrino,
- Editors:
- Kimberly Gomez,
- Leilah Lyons,
- Joshua Radinsky
Publisher
International Society of the Learning Sciences
Publication History
Published: 29 June 2010
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- Research-article
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Overall Acceptance Rate 307 of 307 submissions, 100%
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