Can I teach mathematics? A study of preservice teachers’ self-efficacy and mathematics anxiety

Authors

Kathleen Jablon Stoehr, Santa Clara UniversityFollow
Amy M. Olson

Document Type

Conference Proceeding

Publication Date

11-2015

Publisher

PME-NA

Abstract

This paper presents two studies (qualitative and quantitative) with the shared goal of exploring preservice teachers’ (PSTs’) experiences of mathematics anxiety and self-efficacy for mathematics teaching. Findings indicate that PSTs experience high levels of mathematics anxiety, impacting current learning and preference for teaching the content, as well as the development of self-efficacy for teaching mathematics and conceptions of ideal teaching. Findings regarding anxiety (fear) of evaluation and concern about being able to inspire students in their future classrooms converged across studies.

Editor

Tonya Gau Bartell
Kristen N. Bieda
Ralph T. Putnam
Kenneth Bradfield
Higinio Dominguez

Comments

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

November 5-8, 2015

East Lansing, MI

Recommended Citation

Stoehr, K., & Olson, A. (2015). Can I teach mathematics? A study of preservice teachers’ self-efficacy and mathematics anxiety. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H Dominguez Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 948–951) East Lansing, MI: Michigan State University.