{"title":"A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs","authors":"Osman Cil, Ahmet Oguz Akcay","doi":"10.1007/s10857-024-09632-8","DOIUrl":null,"url":null,"abstract":"<p>The main purpose of this study was to explore the effects of two college-level mathematics courses on preservice elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy beliefs. For this purpose, a quasi-experimental study was implemented on two college-level mandatory mathematics teaching methods courses that were specifically designed based on Bandura’s (1977) self-efficacy expectations theory. The findings of the study revealed a statistically significant difference between the beliefs of participants in the control and intervention groups for mathematics teaching self-efficacy after the intervention process, and a statistically significant change was found on the preservice elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy beliefs within the intervention group. Moreover, qualitative exploration revealed the important aspects of this change as being pedagogical and emotional transformation, in which the intervention process helped the preservice teachers to develop a positive attitude and a better understanding towards mathematics and its teaching. Creation of discussions around preservice teachers’ previous mathematics related experiences and helping preservice teachers to succeed at challenging mathematical tasks could help teacher educators design more effective mathematics teaching courses on decreasing mathematics anxiety and increasing mathematics teaching self-efficacy.</p>","PeriodicalId":47442,"journal":{"name":"Journal of Mathematics Teacher Education","volume":"23 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematics Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10857-024-09632-8","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The main purpose of this study was to explore the effects of two college-level mathematics courses on preservice elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy beliefs. For this purpose, a quasi-experimental study was implemented on two college-level mandatory mathematics teaching methods courses that were specifically designed based on Bandura’s (1977) self-efficacy expectations theory. The findings of the study revealed a statistically significant difference between the beliefs of participants in the control and intervention groups for mathematics teaching self-efficacy after the intervention process, and a statistically significant change was found on the preservice elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy beliefs within the intervention group. Moreover, qualitative exploration revealed the important aspects of this change as being pedagogical and emotional transformation, in which the intervention process helped the preservice teachers to develop a positive attitude and a better understanding towards mathematics and its teaching. Creation of discussions around preservice teachers’ previous mathematics related experiences and helping preservice teachers to succeed at challenging mathematical tasks could help teacher educators design more effective mathematics teaching courses on decreasing mathematics anxiety and increasing mathematics teaching self-efficacy.
期刊介绍：
The Journal of Mathematics Teacher Education (JMTE) is devoted to research into the education of mathematics teachers and development of teaching that promotes students'' successful learning of mathematics. JMTE focuses on all stages of professional development of mathematics teachers and teacher-educators and serves as a forum for considering institutional, societal and cultural influences that impact on teachers'' learning, and ultimately that of their students. Critical analyses of particular programmes, development initiatives, technology, assessment, teaching diverse populations and policy matters, as these topics relate to the main focuses of the journal, are welcome. All papers are rigorously refereed.
Papers may be submitted to one of three sections of JMTE as follows: Research papers: these papers should reflect the main focuses of the journal identified above and should be of more than local or national interest.
Mathematics Teacher Education Around the World: these papers focus on programmes and issues of national significance that could be of wider interest or influence.
Reader Commentary: these are short contributions; for example, offering a response to a paper published in JMTE or developing a theoretical idea. Authors should state clearly the section to which they are submitting a paper. As general guidance, papers should not normally exceed the following word lengths: (1) 10,000 words; (2) 5,000 words; (3) 3,000 words. Maximum word lengths exclude references, figures, appendices, etc.
Critiques of reports or books that relate to the main focuses of JMTE appear as appropriate.
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