Publication Cover
Teacher Development
An international journal of teachers' professional development
Volume 24, 2020 - Issue 4
1,605
Views
6
CrossRef citations to date
0
Altmetric
Article

Mathematics anxiety and mathematics teaching anxiety of in-service and pre-service primary school teachers

&
Pages 502-519 | Received 09 Jun 2018, Accepted 05 May 2020, Published online: 07 Jul 2020

References

  • Adeyemi, A. Y. 2015. “Investigating and Overcoming Mathematics Anxiety in In-Service Elementary School Teachers.” PhD diss., University of Windsor.
  • Ahmed, W., A. Minnaert, H. Kuyper, and G. van der Werf. 2012. “Reciprocal Relationships between Mathematics Self-Concept and Mathematics Anxiety.” Learning and Individual Differences 22 (3): 385–389. doi:10.1016/j.lindif.2011.12.004.
  • Amato, S. A. 2004. “Improving Student Teachers’ Attitudes to Mathematics.” In Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education, edited by M. Johnsen Hoines and A. B. Flugestad, 25–32. Bergen, Norway: IGPME.
  • Ashcraft, M. H., and A. M. Moore. 2009. “Mathematics Anxiety and the Affective Drop in Performance.” Journal of Psychoeducational Assessment 27 (3): 197–205. doi:10.1177/0734282908330580.
  • Aslan, D. 2013. “A Comparison of Pre- and In-Service Preschool Teachers’ Mathematics Anxiety and Beliefs about Mathematics for Young Children.” Academic Research International 4: 225–230.
  • Bai, H., L. Wang, W. Pan, and M. Frey. 2009. “Measuring Mathematics Anxiety: Psychometric Analysis of a Bi-Dimensional Affective Scale.” Journal of Instructional Psychology 36 (3): 185–193.
  • Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84 (2): 191–215. doi:10.1037/0033-295X.84.2.191.
  • Bar-Haim, Y. 2010. “Research Review: Attention Bias Modification (ABM): A Novel Treatment for Anxiety Disorders.” Journal of Child Psychology and Psychiatry 51 (8): 859–870. doi:10.1111/j.1469-7610.2010.02251.x.
  • Bates, A. B., N. Latham, and J. Kim. 2011. “Linking Preservice Teachers’ Mathematics Self-Efficacy and Mathematics Teaching Efficacy to Their Mathematics Performance.” School Science and Mathematics 111 (7): 325–333. doi:10.1111/j.1949-8594.2011.00095.x.
  • Beck, J. S. 2011. Cognitive Behavior Therapy. Basics and Beyond. 2nd ed. New York: Guilford Press.
  • Beilock, S. L., E. A. Gunderson, G. Ramirez, and S. C. Levine. 2010. “Female Teachers’ Mathematics Anxiety Affects Girls’ Mathematics Achievement.” PNAS – Proceedings of the National Academy of Science 107 (5): 1860–1863. doi:10.1073/pnas.0910967107.
  • Beilock, S. L., and E. A. Maloney. 2015. “Mathematics Anxiety: A Factor in Mathematics Achievement Not to Be Ignored.” Policy Insights from the Behavioral and Brain Sciences 2 (1): 4–12. doi:10.1177/2372732215601438.
  • Beilock, S. L., and D. T. Willingham. 2014. “Mathematics Anxiety: Can Teachers Help Students Reduce It?” American Educator 38 (2): 28–32.
  • Boschen, M. J., and T. P. S. Oei. 2008. “A Cognitive Behavioral Case Formulation Framework for Treatment Planning in Anxiety Disorders.” Depression and Anxiety 25 (10): 811–823. doi:10.1002/da.20301.
  • Boyd, W., A. Foster, J. Smith, and W. E. Boyd. 2014. “Feeling Good About Teaching Mathematics: Addressing Anxiety Amongst Pre-Service Teachers.” Creative Education 5 (4): 207–217. doi:10.4236/ce.2014.54030.
  • Brady, P., and A. Bowd. 2005. “Mathematics Anxiety, Prior Experience and Confidence to Teach Mathematics among Pre-Service Education Students.” Teachers and Teaching 11 (1): 37–46. doi:10.1080/1354060042000337084.
  • Bursal, M., and L. Paznokas. 2006. “Mathematics Anxiety and Preservice Primary Teachers’ Confidence to Teach Mathematics and Science.” School Science and Mathematics 106 (4): 173–180. doi:10.1111/j.1949-8594.2006.tb18073.x.
  • Caprara, G. V., C. Barbaranelli, P. Steca, and P. S. Malone. 2006. “Teachers’ Self-Efficacy Beliefs as Determinants of Job Satisfaction and Students’ Academic Achievement: A Study at the School Level.” Journal of School Psychology 44 (6): 473–490. doi:10.1016/j.jsp.2006.09.001.
  • Catiloglu, H., R. Gürbüz, and O. Birgin. 2014. “Do Pre-Service Primary School Teachers Still Have Mathematics Anxiety? Some Factors and Correlates.” Bolema 28 (48): 110–127. doi:10.1590/1980-4415v28n48a06.
  • Chang, H., and S. L. Beilock. 2016. “The Mathematics Anxiety-Mathematics Performance Link and Its Relation to Individual and Environmental Factors: A Review of Current Behavioral and Psychophysiological Research.” Current Opinion in Behavioral Sciences 10: 33–38. doi:10.1016/j.cobeha.2016.04.011.
  • Chen, J. Q., J. McCray, M. Adams, and C. Leow. 2014. “A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Mathematics.” Early Childhood Education Journal 42 (6): 367–377. doi:10.1007/s10643-013-0619-0.
  • Chesnut, S. R., and H. Burley. 2015. “Self-Efficacy as A Predictor of Commitment to the Teaching Profession: A Meta-Analysis.” Educational Research Review 15: 1–16. doi:10.1016/j.edurev.2015.02.001.
  • Dellinger, A. B., J. J. Bobbett, D. F. Olivier, and C. Ellett. 2008. “Measuring Teachers’ Self-Efficacy Beliefs: Development and Use of the TEBS-Self.” Teaching and Teacher Education 24 (3): 751–766. doi:10.1016/j.tate.2007.02.010.
  • Eretkin, E., B. Dilmac, and E. Yazici. 2009. “The Relationship between Mathematics Anxiety and Learning Styles of Preservice Mathematics Teachers.” Social Behavior and Personality 37 (9): 1187–1196. doi:10.2224/sbp.2009.37.9.1187.
  • Finlayson, M. 2014. “Addressing Mathematics Anxiety in the Classroom.” Improving Schools 17 (1): 99–115. doi:10.1177/1365480214521457.
  • Gardner, K., D. Glassmeyer, and R. Worthy. 2019. “Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice.” Frontiers in Education 4: 1–10. doi:10.3389/feduc.2019.00026.
  • Geist, E. 2015. “Mathematics Anxiety and the ‘Mathematics Gap’: How Attitude toward Mathematics Disadvantages Students as Early as Preschool.” Education 135 (3): 328–336.
  • Gonzalez-DeHass, A. R., J. M. Furner, M. D. Vásquez-Colina, and J. D. Morris. 2013. “Pre-Service Elementary Teachers’ Achievement Goals and Their Relationship to Math Anxiety.” Learning and Individual Differences 60: 40–45. doi:10.1016/j.lindif.2017.10.002.
  • Granziera, H., and H. N. Perera. 2019. “Relations among Teachers’ Self-Efficacy Beliefs, Engagement, and Work Satisfaction: A Social Cognitive View.” Contemporary Educational Psychology 58: 75–84. doi:10.1016/j.cedpsych.2019.02.003.
  • Gresham, G. 2007. “A Study of Mathematics Anxiety in Pre-Service Teachers.” Early Childhood Education Journal 35 (2): 181–188. doi:10.1007/s10643-007-0174-7.
  • Gunderson, E. A., G. Ramirez, S. L. Beilock, and S. C. Levine. 2013. “Teachers’ Spatial Anxiety Relates to 1st- and 2nd-Graders’ Spatial Learning.” Mind, Brain, and Education 7 (3): 196–199. doi:10.1111/mbe.12027.
  • Harari, R. R., R. K. Vukovic, and S. P. Bailey. 2013. “Mathematics Anxiety in Young Children: An Exploratory Study.” The Journal of Experimental Education 81 (4): 538–555. doi:10.1080/00220973.2012.727888.
  • Holzberger, D., A. Philipp, and M. Kunter. 2013. “How Teachers’ Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis.” Journal of Educational Psychology 105 (3): 774–786. doi:10.1037/a0032198.
  • Huberman, M. 1989. “The Professional Life Cycle of Teachers.” Teachers College Record 91 (1): 31–57.
  • Hyland, P., and D. Boduszek. 2012. “Resolving a Difference between Cognitive Therapy and Rational Emotive Behavior Therapy: Towards the Development of an Integrated CBT Model of Psychopathology.” Mental Health Review Journal 17 (2): 104–116. doi:10.1108/13619321211270425.
  • Jungert, T., K. Hubbard, H. Dedic, and S. Rosenfield. 2019. “Systemizing and the Gender Gap: Examining Academic Achievement and Perseverance in STEM.” European Journal of Psychology of Education 34: 479–500. doi:10.1007/s10212-018-0390-0.
  • Kazempour, M., and T. D. Sadler. 2015. “Pre-Service Teachers’ Science Beliefs, Attitudes, and Self-Efficacy: A Multi-Case Study.” Teaching Education 26 (3): 247–271. doi:10.1080/10476210.2014.996743.
  • Klassen, R. M., and M. M. Chiu. 2011. “The Occupational Commitment and Intention to Quit of Practicing and Pre-Service Teachers: Influence of Self-Efficacy, Job Stress, and Teaching Context.” Contemporary Educational Psychology 36 (2): 114–129. doi:10.1016/j.cedpsych.2011.01.002.
  • Lazarides, R., and H. M. G. Watt. 2015. “Girls’ and Boys’ Perceived Mathematics Teacher Beliefs, Classroom Learning Environments and Mathematics Career Intentions.” Contemporary Educational Psychology 41: 51–61. doi:10.1016/j.cedpsych.2014.11.005.
  • Lynn, S. K. 2002. “The Winding Path: Understanding the Career Cycle of Teachers.” The Clearing House 75 (4): 179–182. doi:10.1080/00098650209604926.
  • Maloch, B., A. Flint, D. Eldridge, J. Harmon, R. Loven, J. Fine, and M. Martinez. 2003. “Understanding, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs.” The Elementary School Journal 103 (5): 431–459. doi:10.1086/499734.
  • McAnallen, R. R. 2010. “Examining Mathematics Anxiety in Primary Classroom Teachers.” PhD diss., University of Connecticut.
  • McMinn, M., and J. Aldridge. 2019. “Learning Environment and Anxiety for Learning and Teaching Mathematics among Preservice Teachers.” Learning Environments Research. doi:10.1007/s10984-019-09304-y.
  • Mishal, A., and D. Patkin. 2016. “Contribution of Mathematics In-Service Training Course to the Professional Development of Elementary School Teachers in Israel.” Teacher Development 20 (2): 253–274. doi:10.1080/13664530.2016.1138997.
  • Mizala, A., F. Martinez, and S. Martinez. 2015. “Pre-Service Primary School Teachers’ Expectations about Student Performance: How Their Beliefs are Affected by Their Mathematics Anxiety and Student’s Gender.” Teaching and Teacher Education 50: 70–78. doi:10.1016/j.tate.2015.04.006.
  • Ng, A., and P. F. Lovibond. 2019. “Self-Efficacy Moderates the Relationship between Avoidance Intentions and Anxiety.” Emotion. Advance online publication. doi:10.1037/emo0000594.
  • Park, D., G. Ramirez, and S. L. Beilock. 2014. “The Role of Expressive Writing in Math Anxiety.” Journal of Experimental Psychology: Applied 20 (2): 103–111. doi:10.1037/xap0000013.
  • Ramirez, G., S. T. Shaw, and E. A. Maloney. 2018. “Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework.” Educational Psychologist 53 (3): 145–164. doi:10.1080/00461520.2018.1447384.
  • Regehr, C., D. Glancy, and A. Pitts. 2013. “Interventions to Reduce Stress in University Students: A Review and Meta-Analysis.” Journal of Affective Disorders 148 (1): 1–11. doi:10.1016/j.jad.2012.11.026.
  • Ren, L., and W. M. Smith. 2018. “Teacher Characteristics and Contextual Factors: Links to Early Primary Teachers’ Mathematical Beliefs and Attitudes.” Journal of Mathematics Teacher Education 21 (4): 321–350. doi:10.1007/s10857-017-9365-3.
  • Robinson-Cimpian, J. P., S. T. Lubienski, C. M. Ganley, and Y. Copur-Gencturk. 2014. “Teachers’ Perceptions of Students’ Mathematics Proficiency May Exacerbate Early Gender Gaps in Achievement.” Developmental Psychology 50 (4): 1262–1281. doi:10.1037/a0035073.
  • Roos, A. L., M. Bieg, T. Goetz, A. C. Frenzel, J. Taxer, and M. Zeidner. 2015. “Experiencing More Mathematics Anxiety than Expected? Contrasting Trait and State Anxiety in High Achieving Students.” High Ability Studies 26 (2): 245–258. doi:10.1080/13598139.2015.1095078.
  • Rubinstein, O., H. Eidlin, H. Wohl, and O. Akibli. 2015. “Attentional Bias in Math Anxiety.” Frontiers in Psychology 6: 1539.
  • Stipek, D. J., K. B. Givvin, J. M. Salmon, and V. L. MacGyvers. 2001. “Teachers’ Beliefs and Practices Related to Mathematics Instruction.” Teaching and Teacher Education 17 (2): 213–226. doi:10.1016/S0742-051X(00)00052-4.
  • Stout, D. M., A. J. Shackman, J. S. Johnson, and C. L. Larson. 2015. “Worry Is Associated with Impaired Gating of Threat from Working Memory.” Emotion 15 (1): 6–11. doi:10.1037/emo0000015.
  • Takunyaci, M., and M. Takunyaci. 2014. “Preschool Teachers’ Mathematics Teaching Efficacy Belief.” Procedia – Social and Behavioral Sciences 152: 673–678. doi:10.1016/j.sbspro.2014.09.261.
  • Tschannen-Moran, M., and A. W. Hoy. 2007. “The Differential Antecedents of Self-Efficacy Beliefs of Novice and Experienced Teachers.” Teaching and Teacher Education 23 (6): 944–956. doi:10.1016/j.tate.2006.05.003.
  • Tschannen-Moran, M., and D. Johnson. 2011. “Exploring Literacy Teachers’ Self-Efficacy Beliefs: Potential Sources at Play.” Teaching and Teacher Education 27 (4): 751–761. doi:10.1016/j.tate.2010.12.005.
  • Wilson, S. 2013. “Investigating Rural Pre-Service Teachers’ Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS).” Australian and International Journal of Rural Education 23 (3): 1–11.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.