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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

Artigo2022

John Bosica ORCID

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Resumo

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 teachers 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; however, 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.

Dados da obra

Tipo
Artigo
Periódico
Canadian Journal of Science, v. 22, n. 1, p. 190-209
Editora
Springer Science+Business Media
Ano
2022 (2022-03-01)
Idioma
en
Palavras-chave
Foreign Countries; Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Mathematics Teachers; Mathematics Anxiety; Teacher Effectiveness; Anxiety; Correlation; Self Efficacy; Coping; mathematics teaching anxiety; teacher professional development; mathematics education; Ontario
Temas
Formação de Professores de Matemática, Práticas Pedagógicas
DOI
10.1007/s42330-022-00203-8
ISSN
1492-6156, 1942-4051
Licença
public-domain
Acesso
Acesso aberto
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
BOSICA, John. 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. Canadian Journal of Science, v. 22, n. 1, p. 190-209, 2022. DOI: https://doi.org/10.1007/s42330-022-00203-8.

APA

Bosica, J. (2022). 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. Canadian Journal of Science, 22(1), 190-209. https://doi.org/10.1007/s42330-022-00203-8

BibTeX
@article{bosica2022,
  author = {Bosica, John},
  title = {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},
  year = {2022},
  journal = {Canadian Journal of Science},
  volume = {22},
  number = {1},
  pages = {190-209},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s42330-022-00203-8},
  language = {en}
}
RIS
TY  - JOUR
AU  - Bosica, John
TI  - 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
PY  - 2022
JO  - Canadian Journal of Science
VL  - 22
IS  - 1
SP  - 190
EP  - 209
DO  - 10.1007/s42330-022-00203-8
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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