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    Mathematics competency and situational mathematics anxiety: What are the links and how do these links affect teacher education programs?

    190471_74740_72313.pdf (1.483Mb)
    Access Status
    Open access
    Authors
    Cooke, Audrey
    Hurst, Chris
    Date
    2012
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Cooke, Audrey and Hurst, Chris. 2012. Mathematics competency and situational mathematics anxiety: What are the links and how do these links affect teacher education programs?, in Knight, J. (ed), The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA), Dec 2-6 2012. Sydney, Australia: Australian Association for Research in Education (AARE).
    Source Title
    AARE 2012 Conference Proceedings & Program
    Source Conference
    AARE-APERA 2012 The Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference
    Additional URLs
    http://www.aare.edu.au/data/publications/2012/Cooke12.pdf
    ISSN
    1324-9320
    URI
    http://hdl.handle.net/20.500.11937/18157
    Collection
    • Curtin Research Publications
    Abstract

    The issue of mathematics anxiety and its possible links to mathematical competence have long been of concern to mathematics educators, particularly with the potential of the effects of mathematics anxiety to be transmitted from teacher to student. Hence it is in the interests of teacher educators to understand the nature of mathematics anxiety and connections that may exist between mathematics anxiety and mathematical competence. This study examines the connections between sitting a mathematics competency test and situational anxiety in a group of 47 pre-service teachers in their first year of study. Data were analysed by grouping the pre-service teachers into one of three groups based on their passing test score (a mark of 80 – 89% or a mark of 90% and above) or their having not sat the competency test. Results indicate that there were strong correlations between the three groups of pre-service teachers in their overall responses to the anxiety questionnaires. However, when data were considered in terms of situations (working in a group, taking a test, and teaching mathematics) and domains (somatic, knowledge, cognitive, and attitude), differences were evident. The implications of these results and the potential impact on teacher education programs are discussed.

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