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Exploring Early Childhood Preservice...

Burleigh, Caroline.

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Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study./
Author:	Burleigh, Caroline.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285168
ISBN:	9780355048490

Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study.
Burleigh, Caroline.

Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 213 p.

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Early childhood preservice teachers often have significant mathematics anxiety and low levels of mathematics efficacy. If preservice teachers have mathematics anxiety, they are more likely to view mathematics negatively and teach in ways that develop mathematics anxiety in their students. Research that focuses exclusively on the effectiveness of reform-based constructivists methods used in a mathematics methods course that may help to change preservice teachers' mathematics anxiety is lacking. Researchers also lack consensus regarding what reform-based constructivist methods may change preservice teachers' mathematics self-efficacy and mathematics teachers' efficacy beliefs during a mathematics methods course. The purpose of this qualitative multiple case study was first to explore how preservice teachers perceived the effectiveness of reform-based constructivists methods used in a mathematics methods course to change their mathematics anxiety. Secondly, the study examined how preservice teachers perceived the effectiveness of reform-based constructivist methods used in a mathematics methods course to change their mathematics self-efficacy and mathematics teachers' efficacy beliefs. Participants included 12 early childhood preservice teachers enrolled in a mathematics methods course in a four-year undergraduate teacher preparation program. Participants indicated that the professor's use of a variety of reform-based strategies to teach and model concepts was effective in reducing their mathematics anxiety along with the professor and the classroom atmosphere he established. Preservice teachers also perceived the professor's emphasis of correct mathematics vocabulary throughout the course, class teaching presentations, and weekly tutoring sessions with children as effective in reducing their mathematics anxiety and improving their mathematics self-efficacy and teachers' efficacy beliefs. Based on these findings, it is recommended that mathematics methods course instructors use reform-based constructivist methods in their courses as outlined by the NCTM's (2014) principles. Teacher educators must also consider carefully their attitudes and disposition toward mathematics along with the type of classroom and learning environment they establish in mathematics methods courses. They must emphasize conceptual understanding during mathematics methods courses, understand the connection between preservice teachers' mathematics anxiety and mathematics efficacy beliefs, and they must integrate field experiences as well as peer teaching opportunities into mathematics methods courses. It is recommended that this line of research continue.

ISBN: 9780355048490Subjects--Topical Terms:

3172312
Teacher education.

Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs: A Multiple Case Study.
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