Elementary teachers' mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

Pamela Hughes; Susan Swars Auslander; David W. Stinson; C. Kevin Fortner

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Elementary teachers' mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

机译：小学教师的数学信仰和数学焦虑：他们如何塑造教学实践？

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This quantitative study investigated the relationships among practicing elementary teachers' (AT = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards-based instruction and those with beliefs oriented toward a problem-solving view of mathematics reported more standards-based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers' mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.

机译：这项定量研究调查了实践中的基本教师（AT = 153）关于数学及其教学与学习，数学焦虑和数学教学实践之间的关系。单独来看，研究结果表明，数学焦虑程度较高的教师倾向于使用较少的基于标准的教学，而那些信仰以解决问题的观点为导向的教师则报告了更多的基于标准的教学。组合分析表明，在控制了数学信念，教学寿命和学历之后，教师的数学焦虑与教学实践之间没有任何关系。这些发现表明焦虑与行为之间存在一种虚假的关系，其中信念与行为之间的联系最为紧密。提供了一些对数学学习中的数学信念产生积极影响和总体影响的建议。

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来源
《School Science and Mathematics》 |2019年第4期|213-222|共10页
作者
Pamela Hughes; Susan Swars Auslander; David W. Stinson; C. Kevin Fortner;
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作者单位

Department of Middle and Secondary Education, Georgia State University, Atlanta, Georgia;

Department of Early Childhood and Elementary Education, Georgia State University, Atlanta, Georgia;

Department of Middle and Secondary Education, Georgia State University, Atlanta, Georgia;

Department of Educational Policy Studies, Georgia State University, Atlanta, Georgia;

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正文语种 eng
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关键词
attitudes/beliefs; curriculum; elementary teachers and teaching; learning processes; reform;

机译：态度/信念;课程;初级教师和教学;学习过程;改革;

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Elementary teachers' mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

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