الاثنين، 7 أبريل 2014

Article Review: A Quantitative and Qualitative Study of Math Anxiety Among Preservice Teachers

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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