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Elementary Teachers' Mathematical Beliefs and Mathematics Anxiety: How Do They Shape Instructional Practices?

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Bibliographic Details
Title: Elementary Teachers' Mathematical Beliefs and Mathematics Anxiety: How Do They Shape Instructional Practices?
Language: English
Authors: Hughes, Pamela, Swars Auslander, Susan, Stinson, David W., Fortner, C. Kevin
Source: School Science and Mathematics. Apr 2019 119(4):213-222.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Teacher Attitudes, Beliefs, Mathematics Instruction, Mathematics Anxiety, Teaching Methods, Academic Standards, Problem Solving, Teaching Experience, Educational Attainment, Correlation
DOI: 10.1111/ssm.12329
ISSN: 0036-6803
Abstract: This quantitative study investigated the relationships among practicing elementary teachers' (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards-based instruction and those with beliefs oriented toward a problem-solving view of mathematics reported more standards-based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers' mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1212231
Database: ERIC
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Abstract:This quantitative study investigated the relationships among practicing elementary teachers' (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards-based instruction and those with beliefs oriented toward a problem-solving view of mathematics reported more standards-based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers' mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.
ISSN:0036-6803
DOI:10.1111/ssm.12329