Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario
Preservice elementary school teachers are under ever increasing pressure to deliver quality mathematics instruction to their students. Mathematics anxiety and mathematics teacher efficacy are constructs that are commonly measured in preservice elementary school teachers and are used to help identify future challenges these preservice teachers might have when teaching mathematics. Mathematics teaching anxiety is a relatively new construct measured in preservice elementary school teachers. Mathematics teaching anxiety aims to separate the anxiety experienced when doing mathematics from the anxiety experienced when teaching mathematics. This study used a modified version of an explanatory sequential mixed methods design to examine the relationship between mathematics anxiety, mathematics teaching anxiety, and mathematics teacher efficacy in preservice elementary school teachers in Ontario. Participants were preservice elementary school students across six teacher education programs in Ontario. Questionnaire data was gathered from 185 participants, 16 of whom were also interviewed. Results indicate that mathematics teaching anxiety is significantly correlated to both mathematics teacher efficacy and mathematics anxiety, but there was a lack of correlation between mathematics anxiety and mathematics teacher efficacy. These results indicate that mathematics teaching anxiety does interact with mathematics anxiety and mathematics teacher efficacy and the introduction of mathematics teaching anxiety may disrupt the previous belief that mathematics anxiety and mathematics teacher efficacy are negatively correlated. Furthermore, interview and short answer responses showed that preservice elementary school teachers who were mathematically anxious were aware of their anxieties and developed methods of overcoming their feelings while maintaining effective teaching practices. These results support using mathematics teaching anxiety as a measure for identifying preservice elementary school teachers in need of help teaching mathematics ultimately leading to improved mathematics instruction in elementary school classrooms.
URI for this recordhttp://hdl.handle.net/1974/28642
Request an alternative formatIf you require this document in an alternate, accessible format, please contact the Queen's Adaptive Technology Centre
The following license files are associated with this item:
Except where otherwise noted, this item's license is described as Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
Showing items related by title, author, creator and subject.
Engaged Teachers Engaging Students: Elementary Pre-Service Teachers’ Social Constructivist Classrooms During Mathematical Problem Solving O'Donnell, KyleThe Ontario Ministry of Education has implemented numerous changes to elementary mathematics programs over the last four years. These modifications called for mathematics lead teachers in every elementary school, curricular ...
The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners Carlyon, SarahThe internationalization of education is happening in secondary schools across Canada. Between 2015 and 2017, the number of international students arriving in Canada increased by 41 percent. Ontario alone hosted over 121,000 ...
Teamwork Makes the Dream Work: Teachers’ Experiences with Interdisciplinary Integration in Technological Education Santos, LuisThough enrollment rates into many of TE and BBT programs have seen some decline, mostly due to revised requirements for the Ontario Secondary School Diploma (OSSD), learners still stand to benefit from exposure and learning ...