学前教师的数学焦虑对数学教学效果和课堂参与度的影响

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-02-22 DOI:10.1002/pits.23182

Jiniee Park, Gerardo Ramirez, Daeun Park

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引用次数: 0

摘要

越来越多的研究表明，教师的数学焦虑与使用效率较低的教学方法有关，这会导致小学生的数学成绩下降。儿童的数学经验始于正规学校教育之前。然而，关于学前教师的数学焦虑对数学相关活动的影响的信息却很有限。在本研究中，我们招募了 209 名在职学前教师，以探讨数学焦虑与他们在课堂上参与数学活动之间的关系。我们的研究结果表明，数学焦虑程度高的学前教师在数学教学中感到不那么自如，从而减少了对数学相关活动的参与，也减少了与学生的互动。基于这些认识，我们提出了一些潜在的策略，以减轻数学焦虑对学前教师的不利影响，并为儿童营造一个更加积极的学习环境。

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Effect of preschool teacher's math anxiety on teaching efficacy and classroom engagement in math

Increasing number of studies have revealed that teacher's math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers' math anxiety on math‐related activities. In the current study, 209 in‐service preschool teachers were recruited to explore the relationship between math anxiety and their involvement in math activities within the classroom. Our findings showed that preschool teachers with high levels of math anxiety reported feeling less comfortable teaching math, leading to reduced engagement in math‐related activities and decreased interactions with their students. Building upon these insights, potential strategies are proposed to mitigate adverse effects of math anxiety among preschool teachers and cultivate a more positive learning environment for children.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.