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Impact of Instructor Teaching Style and Content Course on Mathematics Anxiety of Preservice Teachers
| Content Provider | ERIC |
|---|---|
| Author | Van der Sandt, Suriza O'Brien, Steve |
| Abstract | Integrative-STEM methodologies entail integrating multiple disciplines with active design-centric teaching and learning methods. If math anxiety is prevalent, for teachers or students, then both the level of integration and design thinking may be limited. This quantitative study of 160 preservice teachers investigated how math anxiety was impacted by (a) a required math content course, (b) instructor teaching style, and (c) academic and disciplinary major. Significance analyses included t-tests, nonparametric tests, and effect sizes. Two teaching styles were compared: a direct teaching style and a more active, problem-based teaching style. The problem-based teaching style was shown to have substantial beneficial impact on math anxiety. |
| Related Links | https://files.eric.ed.gov/fulltext/EJ1164686.pdf |
| Ending Page | 111 |
| Starting Page | 95 |
| ISSN | 23314702 |
| Journal | Journal of Technology Education |
| Issue Number | 1 |
| Volume Number | 29 |
| Language | English |
| Publisher Date | 2017-01-01 |
| Access Restriction | Open |
| Subject Keyword | Teaching Styles Course Content Mathematics Anxiety Preservice Teachers STEM Education Teaching Methods Statistical Analysis Problem Based Learning Student Surveys Mathematics Instruction Teacher Education Programs Preservice Teacher Education Elementary School Teachers Elementary School Mathematics Observation Higher Education |
| Content Type | Text |
| Resource Type | Article |
