A Comparison of Preservice Teachers' Mathematics Anxiety before and after a Methods Class Emphasizing Manipulatives.

Autor/inn/en	Vinson, Beth McCulloch; Haynes, Jonita; Brasher, Joe; Sloan, Tina; Gresham, Regina
Titel	A Comparison of Preservice Teachers' Mathematics Anxiety before and after a Methods Class Emphasizing Manipulatives.
Quelle	(1997), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Elementary Education; Experiential Learning; Higher Education; Manipulative Materials; Mathematics Anxiety; Mathematics Education; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers; Tables (Data); Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Elementarunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hilfsmittel; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Tabelle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated changes in mathematics anxiety levels among future teachers in two different mathematics materials and methods classes. The changes were a function of using (1) Bruner's framework of developing conceptual knowledge before procedural knowledge, and (2) manipulatives to make mathematics concepts more concrete. The study included 87 novices who took elementary or intermediate level mathematics teaching classes. Two strategies were used to gather data at the beginning and end of each quarter. First, future teachers took home and completed a 98-item questionnaire, the Mathematics Anxiety Rating Scale (MARS) during the first week of class. The treatment was a hands-on approach to teaching mathematics with manipulatives in the methods and materials course. During the 10th week of the quarter, they completed the MARS again. Second, some of the factors influencing levels of mathematics anxiety were determined using questionnaire-guided narrative interviews. The researchers also observed the preservice teachers in the methods and materials classes and had informal discussions with them. Multivariate analysis of variance revealed a statistically significant reduction in mathematics anxiety levels between the fall and winter quarters. Pretest-posttest raw score differences were highly significant for winter, spring, and summer quarter classes, but not for fall quarter classes. (Contains 9 tables and 39 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC