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

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring Early Childhood Preservice Teachers' Mathematics Anxiety and Mathematics Efficacy Beliefs :/
其他題名:	A Multiple Case Study.
作者:	Burleigh, Caroline.
面頁冊數:	1 online resource (213 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
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. - 1 online resource (213 pages)

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

Thesis (Ed.D.)

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355048490Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

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