Literaturnachweis - Detailanzeige
| Autor/in | Ewart, Mary A. |
|---|---|
| Titel | A Study of Effective Strategies for Empowering Pre-Service Elementary Teachers to Teach Mathematics |
| Quelle | (2022), (127 Seiten)
PDF als Volltext Ed.D. Dissertation, Northeastern University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4268-3051-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Student Empowerment; Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Mathematics Anxiety; Instructional Effectiveness; Student Attitudes |
| Abstract | Math anxiety, a lack of mathematics understanding and unproductive beliefs surrounding mathematics have the potential to cause math teaching anxiety in pre-service elementary teachers. This study sought to investigate the causes of math anxiety in pre-service elementary teachers and develop a course sequence to address those causes, thereby empowering them to become teachers of mathematics. During Cycle 1, data was collected through a survey and interviews from participants; pre-service elementary teachers at the research site who had not yet received instruction in mathematics content or pedagogy specifically related to elementary instruction. Directed by Cycle 1 data, three action steps were designed to be implemented and assessed in Cycle 2. The action steps were designed to address unproductive beliefs in the pre-service elementary teachers, build their conceptual understanding of mathematics content, and reduce their math teaching anxiety. The action steps were integrated into an existing two-course math content and methods course sequence at the research institution and delivered to a cohort of 11 pre-service elementary teachers. Data collected and evaluated during Cycle 2 included survey responses and interviews as well as observations and written reflections done by all participants during the course sequence. Participants were given the opportunity to evaluate the effectiveness of the course sequence on the defined goals of the study. The study concluded that instruction designed to dispel unproductive beliefs, develop conceptual understanding, and reduce mathematics anxiety can improve the self-efficacy of pre-service elementary teachers and reduce their mathematics teaching anxiety. Implications for the organization included application in other education courses as well as mathematics-based courses offered by other colleges at the institution which has the potential to benefit students throughout the institution. Keywords: math anxiety, pre-service elementary teachers, math teaching anxiety, unproductive beliefs, conceptual understanding, teacher preparation, self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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