{"title":"小学教师数学焦虑、数学教学实践与学生数学成绩的关系研究","authors":"Kristin M. Hadley, J. Dorward","doi":"10.3776/JOCI.2011.V5N2P27-44","DOIUrl":null,"url":null,"abstract":"Many elementary teachers have been found to have high levels of Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers ( N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found between anxiety about mathematics and anxiety about teaching mathematics. Increased student mathematics achievement was related to lower levels of anxiety about teaching mathematics, but was not related to general anxiety about mathematics. Anxiety about mathematics was positively related to more National Council of Teachers of Mathematics (NCTM) Standards-based instructional practices.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"7 1","pages":"27-44"},"PeriodicalIF":0.0000,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"42","resultStr":"{\"title\":\"Investigating the Relationship between Elementary Teacher Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement\",\"authors\":\"Kristin M. Hadley, J. Dorward\",\"doi\":\"10.3776/JOCI.2011.V5N2P27-44\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Many elementary teachers have been found to have high levels of Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers ( N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found between anxiety about mathematics and anxiety about teaching mathematics. Increased student mathematics achievement was related to lower levels of anxiety about teaching mathematics, but was not related to general anxiety about mathematics. Anxiety about mathematics was positively related to more National Council of Teachers of Mathematics (NCTM) Standards-based instructional practices.\",\"PeriodicalId\":31424,\"journal\":{\"name\":\"International Journal of Curriculum and Instruction\",\"volume\":\"7 1\",\"pages\":\"27-44\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"42\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Curriculum and Instruction\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3776/JOCI.2011.V5N2P27-44\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Curriculum and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3776/JOCI.2011.V5N2P27-44","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Investigating the Relationship between Elementary Teacher Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement
Many elementary teachers have been found to have high levels of Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers ( N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found between anxiety about mathematics and anxiety about teaching mathematics. Increased student mathematics achievement was related to lower levels of anxiety about teaching mathematics, but was not related to general anxiety about mathematics. Anxiety about mathematics was positively related to more National Council of Teachers of Mathematics (NCTM) Standards-based instructional practices.
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