In-service teachers narrative experiences of mathematics anxiety

Authors

Bernardita Peñafiel
Kathleen Jablon Stoehr, Santa Clara UniversityFollow
Salomé Martínez

Document Type

Conference Proceeding

Publication Date

11-2016

Publisher

PME-NA

Abstract

The purpose of this study was to gain a better understanding of the issues that surround Chilean women in-service elementary teachers’ mathematics anxieties through Conversations that Matter. These conversations revolved around the participants’ mathematics experiences as students and practicing teachers. These narrative writings provide a powerful voice for the degree to which mathematics anxiety shapes teachers’ attitudes in this subject area as well as their ability to be successful in mathematics. The focused analysis for this paper was directed to impact the elementary mathematics education community with a specific focus on women who have had anxiety in learning and teaching mathematics.

Editor

Marcy B. Wood
Erin E. Turner
Marta Civil
Jennifer A. Eli

Comments

Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

November 3-6, 2016
Tucson, AZ USA

Recommended Citation

Penafiel, B., Stoehr, K., & Martinez, S. (2016). In-service teachers narrative experiences of mathematics anxiety. In M.B. Wood, E.E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 395–401). Tucson, AZ: The University of Arizona.