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Not all elementary school teachers are scared of math

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journal contribution
posted on 30.11.2021, 14:32 by Christina Artemenko, Nicolas Masson, Carrie Georges, Hans-Christoph Nuerk, Krzysztof CiporaKrzysztof Cipora
Teachers are strong role models for their pupils, especially at the beginning of education. This also holds true for math: If teachers feel anxious about math, the consequences on the mathematical education of their pupils is detrimental. Previous studies have shown that (future) elementary school teachers have higher levels of math anxiety than most people studying other subjects. Here, we set out to conceptually replicate these findings (e.g., meta-analysis by Hembree, 1990) by comparing math anxiety levels of pre-service and in-service German and Belgian elementary school teachers to a reference group of German university students from various fields of study. Moreover, we questioned this finding by asking which elementary school teachers experience math anxiety, considering gender, specialization, and experience, and investigated how math anxiety relates to teaching attitudes towards math. We replicated the previous finding by showing that female elementary school teachers have a higher level of math anxiety as compared to other female students. Importantly, female elementary school teachers without math specialization indeed had higher levels of math anxiety than female students from other fields and almost a quarter of them experience critical math anxiety. In contrast, female elementary school teachers with math specialization did not show an increased level of math anxiety as compared to the reference sample. Considering that not only these but all teachers, regardless of specialization, teach math in elementary school in the investigated educational systems, the math anxiety of elementary school teachers is a potential problem for their pupils’ math attitudes and learning.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal of Numerical Cognition

Volume

7

Issue

3

Pages

275-294

Publisher

PsychOpen

Version

VoR (Version of Record)

Rights holder

© The authors

Publisher statement

This is an Open Access Article. It is published by PyschInfo under the Creative Commons Attribution 4.0 Unported Licence (CC BY). Full details of this licence are available at: http://creativecommons.org/licenses/by/4.0/

Acceptance date

04/10/2020

Publication date

2021-11-30

Copyright date

2021

ISSN

2363-8761

Language

en

Depositor

Dr Krzysztof Cipora 2020

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