Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers.
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| Title: | Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers. |
|---|---|
| Authors: | Beisly, Amber1 (AUTHOR) ahbeisly@ou.edu, Evans, Samantha1 (AUTHOR) samanthaevans@ou.edu, Latta, Laura2 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Feb2025, Vol. 28 Issue 1, p33-49. 17p. |
| Subject Terms: | *Early childhood teachers, *Teacher development, *Early childhood education, *Math anxiety, *Mathematics education |
| Abstract: | Providing high-quality mathematics instruction is vital for children because early mathematics skills are a strong predictor of later academic success. Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes toward mathematics and, as a group, report one of the highest levels of mathematics anxiety (Bates, A. B., Latham, N. I., and Kim, J. A. (2013). Do I have to teach math? Early childhood preservice teachers' fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. www.k-12prep.mathematics.ttu.edu; Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. 10.1177/2372732215601438). Nonetheless, very few studies have looked at early childhood mathematics teachers as a group with specific knowledge, skills, and beliefs (Parks and Wager, Journal of Early Childhood Teacher Education 36:124–141, 2015). This study investigated associations among teacher characteristics (e.g., age, educational level), mathematics anxiety, beliefs, pedagogy, and attitudes toward mathematics. Significant differences were found in teachers' mathematics anxiety by PSTs' age but not level of education. The level of education was able to predict PSTs reform-based beliefs and positive attitudes toward mathematics. In light of these findings, it is essential to support both positive attitudes and inquiry-based instructional methods in PSTs to encourage the development of teachers who are confident and competent in teaching mathematics (Lake & Kelly, Lake and Kelly, Journal of Early Childhood Teacher Education 35:262–275, 2014). [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182957292 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Beisly%2C+Amber%22">Beisly, Amber</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ahbeisly@ou.edu</i><br /><searchLink fieldCode="AR" term="%22Evans%2C+Samantha%22">Evans, Samantha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> samanthaevans@ou.edu</i><br /><searchLink fieldCode="AR" term="%22Latta%2C+Laura%22">Latta, Laura</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Feb2025, Vol. 28 Issue 1, p33-49. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Math+anxiety%22">Math anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Providing high-quality mathematics instruction is vital for children because early mathematics skills are a strong predictor of later academic success. Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes toward mathematics and, as a group, report one of the highest levels of mathematics anxiety (Bates, A. B., Latham, N. I., and Kim, J. A. (2013). Do I have to teach math? Early childhood preservice teachers' fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. www.k-12prep.mathematics.ttu.edu; Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. 10.1177/2372732215601438). Nonetheless, very few studies have looked at early childhood mathematics teachers as a group with specific knowledge, skills, and beliefs (Parks and Wager, Journal of Early Childhood Teacher Education 36:124–141, 2015). This study investigated associations among teacher characteristics (e.g., age, educational level), mathematics anxiety, beliefs, pedagogy, and attitudes toward mathematics. Significant differences were found in teachers' mathematics anxiety by PSTs' age but not level of education. The level of education was able to predict PSTs reform-based beliefs and positive attitudes toward mathematics. In light of these findings, it is essential to support both positive attitudes and inquiry-based instructional methods in PSTs to encourage the development of teachers who are confident and competent in teaching mathematics (Lake & Kelly, Lake and Kelly, Journal of Early Childhood Teacher Education 35:262–275, 2014). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182957292 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-023-09613-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 33 Subjects: – SubjectFull: Early childhood teachers Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Math anxiety Type: general – SubjectFull: Mathematics education Type: general Titles: – TitleFull: Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Beisly, Amber – PersonEntity: Name: NameFull: Evans, Samantha – PersonEntity: Name: NameFull: Latta, Laura IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 28 – Type: issue Value: 1 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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