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ERIC Number: EJ1413076
Record Type: Journal
Publication Date: 2023
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1068-1752
EISSN: EISSN-1068-1752
Utilizing a Constructivist Approach within a Methods Course to Reduce Preservice Teachers Mathematics Anxiety
Gina Gresham
SRATE Journal, v32 n2 2023
Early childhood, elementary, exceptional education preservice teachers' levels of mathematics anxiety mathematics were investigated before and after a methods course. Data from informal discussions and questionnaire-guided narrative interviews revealed constructivist approaches within the methods course were instrumental in reducing preservice teachers' mathematics anxiety (p < 0.001) with elementary preservice teachers experiencing the highest mathematics anxiety reduction. These findings have implications regarding how approaches disseminated within a methods course can effectively and positively change preservice teachers' mathematics anxiety and how their mathematics anxiety levels can be interpreted and reduced.
Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A