e-journal

Addressing math anxiety in the classroom

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In today’s educational systems, students of all levels of education experience math anxiety. Furthermore,math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The methodology included conducting surveys with 70 pre-service teachers in Canada and completing a critical analysis of the data to provide an overview of the causes of math anxiety. These data indicate that pre-service teachers have encountered math anxiety in many situations. These causes include: lack of self-confidence, fear of failure; teaching styles; ineffective learning practices, and non-engagement of students. Furthermore, these data indicate that facing math anxiety have empowered the participants to devise strategies which have enabled them to overcome math anxiety. The author suggests that an improved understanding of math anxiety hold implications for all students and educators of mathematics.

Keywords
Assessment practices, engaging students in learning, math anxiety, pre-service teachers, teaching and learning strategies

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Informasi Detail

Judul Seri

Improving Schools

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Improving Schools 2014, Vol. 17(1) 99– 115

Bahasa

English

ISBN/ISSN

DOI: 10.1177/1365480

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Edukasi

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