Article Review
A Quantitative and Qualitative Study of Math Anxiety Among Preservice Teachers
Sloan,
T.R. (2010). A Quantitative and Qualitative Study of Math Anxiety Among
Preservice Teachers, The Educational
Forum, vol. 74, no. 3 (July/September 2010), pp. 242-256.
Research Purpose/Questions. The research
purpose was to investigate standards-based mathematics methods course on the
math anxiety level of pre-service teachers. The research questions included the
investigation and prevalence as well as underlying causes of math anxiety,
measures to reduce the math anxiety level, and finding out the role of a
methods course in reducing the level of math anxiety in pre-service teachers.
The study also examined the impact of various methods course aspects on the
level and antecedents of math anxiety.
Theoretical/Conceptual
Framework. Math anxiety is the feature transferred by instructors to their
students; the destructive effects of math anxiety include allocation of time to
seat work assignments, skills and whole-group instruction, ignoring teaching
math concepts and problem-solving tasks. Teachers with math anxiety are
reported to feel uncomfortable with instruction, and have negative attitudes to
teaching, neglect cognitive thought processes etc. Hence, the concept of math
anxiety, its impact and antecedents have constituted the central conceptual
framework of the research.
Data Collection Methods. Data was
collected from 72 participants during the initial class session. The respondents
took various courses, including algebra, geometry, and trigonometry. During the
reconsidered math course the teachers were given mathematic materials modeled
via the Elmo® Visual Presenter. Best practices of using math manipulatives such
as the Unifix® cubes, pentominoes, tangrams etc. were adopted. Peer instruction
was also used, and teachers acquired field experience through a portion of time
allocated to visiting elementary schools. The activity-centered approach was
taken in teaching small groups of young children, with the further report and
reflection on the experience. The Mathematics Anxiety Rating Scale (MARS) was
used as a primary data collection instrument.
Data Analysis Methods. To find out
the effectiveness of a methods course in reducing math anxiety, the course
instructor conducted the research on 72 participants with the help of MARS
instrument, with the further comparison of pretest and posttest scores by their
subtraction. After the course completion, qualitative data was gathered from
audio-taped interviews that allowed making generalizable conclusions. ANOVA
testing was also conducted to identify the difference among scores. Data was
divided into coding categories by means of topical classification. In order to
ensure validity and reliability of research, triangulation methods were used,
i.e. methods triangulation and multiple analysts triangulation.
Findings/Conclusions. The findings
included significant differences in math anxiety before and after the
standards-based mathematics methods course, allowing to consider the course a
powerful tool for intervention. They supported the results of prior research
stating that the math methods course was efficient in reducing math anxiety.
This result was supported by the two-way ANOVA and MARS data interpretation.
Differences among sections were not detected, which allows for the
generalizability of results. By means of inductive analysis, the researcher
managed to identify such aspects affecting the teacher’s level of anxiety as
methodology and course tests, as well as the instrumental role of field experience
in the math anxiety reduction. Antecedents of math category were divided into
nine categories including parental influences, negative school experiences,
methodology of former mathematics teachers etc.
Personal Reactions. The study has enormous
significance both for math instructors and students, as math anxiety may cause
serious deviations from the correct math instruction. Since teachers with high
levels of math anxiety are reported to allocate less time for more constructive
learning strategies, the advancement towards activity-based approach in
instruction is vital for the successful teaching process. Hence, the meth
methods course is a step forward in solving major math instruction problems,
and it possesses much significance for the school community.
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