An Examination of Mathematics Teacher Efficacy and Mathematics Anxiety in Elementary Pre-Service Teachers.

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How researchers see this paper

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Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience? (2018, background): “An underlying assumption of this research is that preservice teachers with high levels of mathematics anxiety are likely to become teachers who do not enjoy teaching mathematics and may not implement effective instructional teaching practices such as those prescribed by the National Council of Teach”
What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory (2013, methodology): “Anxiety for DDDM was assessed as research indicates that anxiety shares a significant, inverse predictive relationship with efficacy (e.g., Aydin et al., 2011; Bandura, 1988; Gresham, 2009; Hoffman, 2010).”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “Research has shown that teachers who report higher levels of MA are less confident about their mathematics teaching, are more likely to teach mathematics at a surface level, and to use less effective teaching methods (Brush, 1981; Gresham, 2009; Trujillo & Hadfield, 1999).”