A Comparison of Preservice Teachers' Mathematics Anxiety Before and After a Methods Class Emphasizing Manipulatives

By B. Vinson. 2001

251 citations recorded by the source corpus.

Subfields: Computer Networks and Communications, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/aca4bca6fb52d9cb4912adb1a42b4d4133a39ddb

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In Computer Networks and Communications

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers (2008, background): “Previous studies have indicated that instruction that focuses on traditional approaches to teaching mathematics creates higher levels of mathematics anxiety than those classrooms whose teachers employ more non-traditional practices (Hart, 2002; Hembree, 1990; Vinson, 2001).”
Feeling Good about Teaching Mathematics: Addressing Anxiety amongst Pre-Service Teachers (2014, background): “…discussion regarding pre-service teachers and mathematics is centred on mathematics anxiety, and if not addressed in the teacher, is thought to be transferred from teacher to student with immediate and long term educational implications (Sloan, Daane, & Giesen, 2002; Vinson, 2001; Warwick, 2008).”
A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs (2009, background): “Previous research also indicates that mathematics methods courses can be effective in reducing the anxiety of elementary prospective teachers (Harper & Daane, 1998; Tooke & Lindstrom, 1998; Vinson, 2001 ).”
Mathematics Anxiety (2017, background): “Previous studies of mathematics anxiety have attended primarily to the physiological and psychological feelings of mathematics anxiety (Hembree, 1990; Trujillo & Hadfield, 1999; Vinson, 2001).”
Exploring Mathematics Anxiety: Mathematics Students’ Experiences (2014, background): “Vinson (2001) also noted that mathematics power is increased when anxiety is diminished.”
Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018, background): “A common theme across studies is that teachers’ math anxiety contributes to children’s math anxiety through their use of particular pedagogical practices (Allen, 2001; Chapline, 1980; Chavez & Widmer, 1982; Markovits, 2011), such as overemphasizing rote learning instead of more conceptual activities”
The use of expanded microteaching for reducing pre- service teachers' teaching anxiety about mathematics (2009, background): “The research has demonstrated that there were many studies done on the pre- and in-service teachers’ mathematics anxiety (Sloan et al., 1997; Tooke and Lindstrom, 1998; Vinson, 2001; Uusimaki and Nason, 2004; Brady and Bowd, 2005).”
Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience (2016, background): “Several studies have demonstrated that MA decreases after undertaking mathematics courses during initial teacher education (see for instance Gresham, 2007; Sloan, 2010; Vinson, 2001).”
Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “Butty, 2001; Farrell, 2006), for example through their own attitudes toward math (e.g., Simon & Schifter, 1993; Vinson, 2001).”
Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience? (2018, background): “…is cause for alarm, considering that teachers who possess higher levels of mathematics anxiety may unintentionally pass on these negative feelings to their students (Boyd et al., 2014; Gresham, 2010; Haciomeroglu, 2013; Peker, 2009; Vinson, 2001, Vinson, Sloan, Haynes, Brasher, & Gresham, 1998).”
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “The high prevalence of mathematics anxiety among future teachers is also crucial considering that teachers might transmit their anxieties to their students (Beilock, Gunderson, Ramirez, & Levine, 2010; Conrad & Tracy, 1992; Sloan, Daane, & Giesen, 2002; Vinson, 2001; Wood, 1988).”