Mathematical Problem Solving, Mathematics Anxiety, and Preservice Elementary School Teachers in a Mathematics Methods Course

• In Event: Poster Session 11
  In Poster Session: Assessment and Teacher Knowledge in Math

Abstract

Contextual and traditional mathematics problems were used to reduce mathematics anxiety and improve participants’ perceptions toward problem solving in an elementary mathematics methods course. Participants were 54 preservice elementary teachers. Data sources included the Abbreviated Math Anxiety Scale (AMAS) as a pre and post assessment, videotapes of participants completing paired contextual and traditional problems and discussing solutions, surveys of perceptions toward problem solving, and audiotaped end-of–the-semester focus group interviews. A paired t-test revealed a significant reduction in mathematics anxiety. Qualitative analysis showed participants used more strategies when solving contextual problems and had more success on a traditional problem if they solved the paired contextual problem first, not vice versa. Participants improved their perceptions toward problem solving for teaching

Authors

• Maria Lorelei Fernandez, Florida International University

• Leslie Nisbet, Florida International University