Mathematics Anxiety and Mathematics Teacher Efficacy: What is the Relationship in Elementary Preservice Teachers?

By S. Swars, C. Daane, J. Giesen. 2006

249 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1f8c38c0aac5a56a60e5aa33358ccbf41710dbc4

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In Experimental and Cognitive Psychology

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Citations in the corpus

Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers (2008, result): “The results of this study are consistent with previous research, as studies have indicated a consistent relationship between teacher efficacy and classroom instructional strategies (Swars et al., 2006).”
Elementary Pre-Service Teachers: Can They Experience Mathematics Teaching Anxiety Without Having Mathematics Anxiety? (2011, methodology): “Swars et al (2006) wrote, “All four of the preservice teachers, regardless of level of mathematics anxiety, indicated that they believed they could teach mathematics effectively” (p. 310); while Gresham stated, “Of the 20 preservice teachers interviewed, 18 revealed that they believed they could…”
TURKISH PRESERVICE ELEMENTARY TEACHERS’ SELF-EFFICACY BELIEFS REGARDING MATHEMATICS AND SCIENCE TEACHING (2010, unknown): “Filer, & Chamberlain, 1997; Putney & Cass, 1998; Rule & Harrell, 2006; Swars et al., 2006 ).”
Motivation and learning in an online, unmoderated, mathematics workshop for teachers (2011, background): “Findings from TPD with teachers and studies of mathematics learning indicate that other variables potentially affecting workshop participation include gender, years teaching (Feiman-Nemser and Featherston 1992), preparation in mathematics (e.g., Ball et al. 2005), and anxiety about mathematics ( Swa”
Mathematics Anxiety (2017, background): “Previous research has shown that PSTs who battle mathematics anxiety both while learning mathematics and while learning to teach mathematics often believe they will be able to teach mathematics (McGlynn-Stewart, 2010; Swars et al., 2006).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “Since mathematics anxiety is negatively related to teaching self-efficacy (Bursal & Paznokas, 2006; Gresham, 2008; Swars et al. 2006), we hypothesize that pre-service teachers with high mathematics anxiety will feel less able to teach their students and, therefore, think that their students need…”