Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

By Murat Bursal, Lynda Paznokas. 2006

394 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/94ee7566189f7375b9ecb0c73a65905d37659fd3

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “…math classes or related activities are significant factors with a negative influence on math learning and basic numerical abilities in both adults (Bursal & Paznokas, 2006; Jameson & Fusco, 2014; Maloney & Beilock, 2012; McMullan, Jones, & Lea, 2010; Pozehl, 1996; Swars, Daane, & Giesen, 2006)…”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “By improving skills in mathematics, preservice teachers express greater confidence in their teaching efficacy and more positive attitudes towards mathematics (Bursal & Paznokas, 2006; Sloan, 2010).”
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…”
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5 (2019, background): “…compounded by the fact that a disproportionately large number of preservice and in-service elementary teachers have deeply rooted anxieties about mathematics (Battista, 1986; Haycock, 2001)—particularly algebra—that can impede the confidence with which they teach children (Bursal & Paznokas, 2006).”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “Another theme in this literature is that math anxiety makes it difficult for teachers to feel efficacious in their teaching responsibilities (Bursal & Paznokas, 2006; Gresham, 2008; Swars, Daane, & Geisen, 2006), which can lead to hostile reactions to students’ own difficulties with math.”
A Quantitative and Qualitative Study of Math Anxiety Among Preservice Teachers (2010, background): “In their study, Bursal and Paznokas (2006) suggested that preservice teachers with higher levels of math anxiety feel less confident in their abilities to teach elementary mathematics.”
The use of expanded microteaching for reducing pre- service teachers' teaching anxiety about mathematics (2009, background): “of the pre-service teachers (Levine, 1996; Harper and Daane, 1998; Vinson, 2001; Bursal and Paznokas, 2006; Gresham, 2007; Liu, 2008).”
Mathematics Anxiety (2017, background): “Prior research has presented experiences of mathematics anxiety as momentary states rather than as recurring experiences (Brady & Bowd, 2005; Bursal & Paznokas, 2006; Harper & Daane, 1998; Hembree, 1990; Sloan, Daane, & Giesen, 2002).”
The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement (2015, methodology): “The survey was developed by Bursal and Paznokas (2006). For the purpose of this study, the R-MANX Survey items were translated into Arabic.”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “…such negative attitudes have been especially important since mathematics anxiety has been shown to be prevalent among this population (Brown et al. 1999; Bursal and Paznokas 2006; Gresham 2007; Harper and Daane 1998; Malinsky et al. 2006; Oliveira and Hannula 2008; Trujillo and Hadfield 1999).”
Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self‐efficacy (2021, background): “The trend in lower anxiety in teachers' who teach math and science compared to those who teach all subjects, is ripe for future exploration as anxiety can impact confidence in teaching and use of instructional strategies in the classroom (e.g., Bursal & Paznokas, 2006; Ramirez et al., 2018).”
Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience? (2018, background): “A similar finding by Bursal and Paznokas (2006) argued that teachers’ mathematics anxiety was significantly reduced as their mathematical knowledge increased.”