
06245915
j
2014a.00174
Haciomeroglu, Guney
Mathematics anxiety and mathematical beliefs: what is the relationship in elementary preservice teachers?
Issues Undergrad. Math. Prep. Sch. Teach., J. 5, Teacher Attributes, 9 p. (2013).
2013
Texas Tech University, Department of Mathematics and Statistics, Lubbock, TX
EN
C29
preservice teacher education
mathematics anxiety
beliefs
student teacher attitudes
self esteem
teacher competencies
preservice teachers
http://www.k12prep.math.ttu.edu/journal/attributes/haciomeroglu02/article.pdf
Summary: Three hundredone preservice teachers enrolled in elementary teacher education program were administered two surveys to measure mathematics anxiety and mathematical beliefs. Results of the study revealed that there were significant differences between third year and fourth year preservice teachers regarding their mathematics anxiety and mathematical beliefs. They held strong beliefs about teaching and learning mathematics that were aligned with the teacher education program. The results suggested that the preservice teachers who held stronger beliefs and felt less anxious were more confident about their abilities to teach mathematics effectively. Thus, the significant relationship between mathematics anxiety and mathematical beliefs should be acknowledged.