Supporting Prospective Teachers in Problem Solving: Incorporating Mindset Messaging to Overcome Math Anxiety

Autor/inn/en	Young, Erica Slate; Dyess, Sarah Roller
Titel	Supporting Prospective Teachers in Problem Solving: Incorporating Mindset Messaging to Overcome Math Anxiety
Quelle	In: Mathematics Teacher Educator, 10 (2021) 1, S.9-28 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-9789
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Methods Courses; Mathematics Education; Mathematics Anxiety; Mathematics Skills; Self Efficacy; Problem Solving; Persistence; Cognitive Processes; Difficulty Level; Intervention; Elementary Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Methodisch-didaktische Anleitung; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Problemlösen; Ausdauer; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Elementarunterricht
Abstract	Prospective and practicing elementary teachers have historically demonstrated anxiety about mathematics, which can affect their mathematics teaching and their students' math anxiety. Yet, developing productive dispositions prior to teacher preparation programs is rarely addressed in the research. We propose mindset messaging in mathematics courses as an intervention to influence prospective teachers' (PSTs') self-reported mathematical mindsets and math anxiety. Survey results indicated shifts toward growth mindsets and decreases in math anxiety. Further analysis of PSTs' written responses suggests that mindset messaging may support PSTs in overcoming math anxiety, and that perseverance during problem solving is critical for PSTs' mathematical improvement. Additionally, some PSTs connected course experiences to future mathematics teaching practices. Results propose MTEs might consider explicitly offering mindset messaging in mathematics courses. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01