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