Causes underlying pre-service teachers' negative beliefs and anxieties about mathematics

By Liisa Uusimaki, R. Nason. 2004

165 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d7939bd4fd5010d0d5224572fdb13650dcf8b3a9

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Citations in the corpus

Feeling Good about Teaching Mathematics: Addressing Anxiety amongst Pre-Service Teachers (2014, background): “…pedagogical approach to the teaching of mathematics (Gresham, 2007); classroom instruction techniques (Hawera, 2004); teaching practices associated with negative attitudes towards mathematics (Swan, 2004) and students’ experiences during their own primary school education (Uusimaki & Nason, 2004).”
Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions (2009, background): “For example, in studies where prospective and practicing teachers were requested to identify the source of their mathematics anxiety, none of the participants attributed his mathematics anxiety to difficulties in recalling mathematical procedures during anxiety-evoking situations (e.g., Trujillo & H”
A Quantitative and Qualitative Study of Math Anxiety Among Preservice Teachers (2010, background): “” Like the fictional character depicted in this book, many students attribute the onset of math anxiety to their teachers ( Bulmahn and Young 1982 ; Harper and Daane 1998 ; Uusimaki and Nason 2004 ).”
Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “…it is important to note that such a history of low achievements at school and expressed anxiety of mathematics is a common phenomenon in prospective elementary teachers’ colleges (Ball 1990; Brown et al. 1999; Bursal and Paznokas 2006; Oliveira and Hannula 2008; Uusimaki and Nason 2004).”
The use of expanded microteaching for reducing pre- service teachers' teaching anxiety about mathematics (2009, background): “For example, according to Uusimaki and Nason (2004), and Malinsky et al. (2006), the origin of the pre-service teachers’ negative beliefs and anxiety about mathematics could be attributable to prior school experiences, such as their experiences as a mathematics student, the effect of prior teachers…”