Contributing Factors to Elementary Teachers' Math Attitudes and Pedagogical Practices

• In Event: 66.049 - The Integration of Math and Science for Culturally Responsive Teaching

Abstract

This paper explores elementary teachers’ attitudes about math and the positive or negative math practices they engage in within their own classrooms. Teachers (N=202) from 40 states participated in a survey combining the Math Anxiety Rating Scale (MARS-R), questions based on NCTM’s Principles to Action, and demographic questions. We identify key demographic factors which appear to differentiate teachers who exemplify positive math practices and attitudes, honing in on specific practices different groups are better at executing. These findings indicate that elementary teachers falling into the categories of male, Hispanic, more experienced, and teaching third to fifth grade experience higher levels of math anxiety than their counterparts.

Author

• Molly Kearns, Elon University