Examining Virtual Mathematics Instruction of In-Service Elementary Teachers With Various Levels of Math Anxiety and Mathematics Teaching Self-Efficacy

• In Event: Invited Roundtable: Graduate Student Research

Abstract

Mathematics Anxiety (MA) and Math Teaching Self-Efficacy (MTSE) has been reported as factors related to teachers’ mathematics instruction. Due to the COVID-19 pandemic mathematics instruction for many elementary teachers transformed. This research is significant because elementary mathematical concepts, applications, and skills are foundational for preparing students for middle and high school mathematics. Without this solid foundation, it might be difficult for students to make the necessary connections to future mathematical topics (Wriston, 2015). This study investigates MA and MTSE in in-service elementary teachers’ virtual mathematics instruction. Qualitative methods was used to examine the results from the Abbreviated Math
Anxiety Scale and the Math Teaching and Math Self-Efficacy Scale. Teachers categorized into high and low profiles of MA and MTSE were interviewed, observed teaching three subsequent mathematics lessons, and engaged in post-observation interviews to learn how they approach virtual mathematics instruction. The
knowledge gained can result in researched
methods for teacher preparation programs,
mathematics teaching professional development for in-service elementary teachers, improving mathematics performance for students, and assisting educational stakeholders in helping teachers improve mathematics instruction.

Author

• Telashay Swope-Farr, Messmer Catholic Schools