The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students

By Mehmet Bekdemir. 2010

228 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a913b8e9aba7de6a2d3d0a8253b7a00b5bdf365e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. G. Gresham
2. J. Louwerse
3. S. Klinkenberg
4. M. Straatemeier
5. H.L.J. van der Maas
6. Francesca Chiesi
7. Caterina Primi
8. Brenda R. J. Jansen

In Experimental and Cognitive Psychology

1. Irene Mammarella
2. S. Caviola
3. G. Gresham
4. H.L.J. van der Maas
5. Francesca Chiesi
6. Caterina Primi
7. Denny Borsboom

In Statistics and Probability

1. Francesca Chiesi
2. G. Gresham
3. H.L.J. van der Maas
4. Caterina Primi
5. Irene Mammarella
6. S. Caviola
7. Primi Caterina

Citations in the corpus

• Feeling Good about Teaching Mathematics: Addressing Anxiety amongst Pre-Service Teachers (2014, background): “Research has identified reasons for pre-service teachers experiencing mathematics anxiety: past experiences of failing mathematics (Bekdemir, 2010); the pedagogical approach to the teaching of mathematics (Gresham, 2007); classroom instruction techniques (Hawera, 2004); teaching practices…”
• The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance. (2013, background): “…grounds for an explanation of the onset of math anxiety are lacking (Ashcraft & Moore, 2009), many researchers agree that negative math experiences, like failures, may play an important role (e.g., Ashcraft & Krause, 2007; Ashcraft & Moore, 2009; Bekdemir, 2010; Rubinsten & Tannock, 2010).”
• Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children (2017, background): “…the final picture resulted in a complex puzzle in which MA represents a tough source of individual differences in children's mathematical performance in which also negative experiences with parents or teachers might worsen children's negative attitudes towards mathematics (e.g. Bekdemir, 2010).”
• Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience? (2018, background): “There is extant evidence that both preservice and inservice teachers are prone to excessive mathematics anxiety and math avoidance (Adeyemi, 2015; Bekdemir, 2010) and that most will do little to alter these tendencies (Beilock & Maloney, 2015).”