Past Experiences and Present Reality: How Women Preservice Teachers View Teaching Mathematics

• In Event: Roundtable Session 3
  In Roundtable Session: STEM Preservice Teacher Beliefs and Community Building

Abstract

The purpose of this study was to gain a better understanding of what women elementary preservice teachers who have experienced mathematics anxiety and confidence issues believe are the characteristics and qualities needed to successfully teach mathematics. These characteristics were derived through narrative writings related to mathematics experiences encountered during participants’ K-12 years. These narrative writings provide a powerful voice for the degree to which mathematics anxiety and low confidence shape preservice teachers’ beliefs on what it means to teach mathematics. The focused analysis for this paper was directed to impact elementary teacher preparation programs with a specific focus on broadening the views of women who have anxiety and confidence issues in mathematics of what it means to teach elementary mathematics.

Authors

• Kathleen Jablon Stoehr, The University of Arizona

• Kathy Carter, The University of Arizona

• Amanda Sugimoto, The University of Arizona