Elementary teachers' mathematical beliefs and mathematics anxiety: How do they shape instructional practices?. (25th March 2019)

• Record Type: Journal Article
• Authors: Hughes, Pamela; Swars Auslander, Susan; Stinson, David W.; Fortner, C. Kevin
• Is Part Of: School science and mathematics. Volume 119:Number 4(2019)
• Page Start: 213
• Page End: 222
• Publication Date: 2019-03-25
• Subjects: attitudes/beliefs -- curriculum -- elementary teachers and teaching -- learning processes -- reform; Science -- Study and teaching (Secondary) -- Periodicals; Mathematics -- Study and teaching (Secondary) -- Periodicals; 507.12
• DOI: 10.1111/ssm.12329
• Languages: English
• ISSNs: 0036-6803

Abstract

Abstract: This quantitative study investigated the relationships among practicing elementary teachers' ( N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards‐based instruction and those with beliefs oriented toward a problem‐solving view of mathematics reported more standards‐based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers' mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.