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Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher's Mathematics-Related Personal Narratives

Artigo2022

Kathleen Jablon Stoehr; Anne Lawrence

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Resumo

Previous studies have focused on negative physiological sensations and psychological emotions of mathematics anxiety experienced in real time. Similarly, prior research has noted that prospective elementary teachers (PSTs) may experience such feelings of distress while learning to teach mathematics in their teacher-preparation programs. Mathematics teacher educators have sought to reduce elementary PSTs' mathematics anxiety by improving their mathematical content knowledge and discipline-specific pedagogical knowledge. But why might mathematics anxiety persist even after elementary PSTs have successfully completed such teacher-preparation coursework? Our case study of a female elementary PST, identified as "gifted," illustrates how mathematics anxiety, when reinforced by personal narratives that create and reiterate patterns in past mathematics learning, can operate as an enduring identity (e.g., a mathematics-avoidant identity), long after the stressful events prompting that anxiety have ended. Thus, such narrative identities can engender new/similar experiences of anxiety in present and future mathematics learning/teaching and can ultimately influence the educational and professional decision-making of adult PSTs, even though such self-understanding is based in oft-told stories of childhood and adolescence. The influence of mathematics-anxiety identities merits further exploration, as most previous studies of mathematics anxiety have tended not to address the significant identity work that PSTs undertake during professional development.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2022
Idioma
en
Palavras-chave
Preservice Teachers; Elementary Education; Mathematics Anxiety; Gifted; Self Concept; Females; Mathematics Teachers; Mathematics Instruction; Relationship; Time Perspective
Temas
Formação de Professores de Matemática
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
STOEHR, Kathleen Jablon; LAWRENCE, Anne. Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher's Mathematics-Related Personal Narratives. Mathematics Teacher Education and Development, 2022. Disponível em: https://eric.ed.gov/?id=EJ1379940. Acesso em: 5 nov. 2026.

APA

Stoehr, K. J., & Lawrence, A. (2022). Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher's Mathematics-Related Personal Narratives. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1379940

BibTeX
@article{stoehr2022,
  author = {Stoehr, Kathleen Jablon and Lawrence, Anne},
  title = {Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher's Mathematics-Related Personal Narratives},
  year = {2022},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1379940},
  language = {en}
}
RIS
TY  - JOUR
AU  - Stoehr, Kathleen Jablon
AU  - Lawrence, Anne
TI  - Mathematics Anxiety: Identity Work in a Gifted Prospective Elementary Teacher's Mathematics-Related Personal Narratives
PY  - 2022
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1379940
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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