Altering Colombian and German Teachers' Value, Self-Efficacy, and Anxiety Toward Teaching Mathematics With Digital Media

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Division K Roundtable Session 2

Abstract

Professional competence for implementing Educational Technology (ET) into Mathematics classrooms encompasses both professional knowledge and affective characteristics. We conducted an in-service teacher training with N=127 Colombian and German Mathematics teachers to investigate whether value, self-efficacy, and anxiety can be positively altered during a workshop on teaching fractions with ET. We used linear mixed models to investigate differences before and after the intervention. Colombian teachers showed higher value and anxiety than German teachers before the intervention. The intervention had a positive effect on value and self-efficacy. Colombian teachers also decreased their anxiety. More teaching experience resulted in larger effects and no gender differences were found. This suggests that workshops can alter teachers’ value, self-efficacy and anxiety regarding ET in Mathematics, positively.

Authors

• Frank Reinhold, Pädagogische Hochschule Freiburg

• Kristina Maria Reiss, Technische Universitaet Munich