Mathematics Teaching of Elementary Preservice Teachers With High and Low Levels of Mathematics Anxiety

• In Event: Poster Session 11
  In Poster Session: Division K Section 6 Poster Session

Abstract

This multiple case study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high and three with low mathematics, during their student teaching semester. The EPTs were selected through purposeful sampling from 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. Data sources included a researcher journal, 7 transcribed interviews, 5 pre-lesson surveys, 5 field notes and video-recordings of observed lessons, lesson plans, and lesson artifacts. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed important similarities and differences across high and low anxiety EPTs within four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge.

Authors

• Leslie Nisbet, Florida International University

• Maria Lorelei Fernandez, Florida International University