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    Mathematics Anxiety and Competence: Exploring Links

    Access Status
    Fulltext not available
    Authors
    Hurst, Chris
    Cooke, Audrey
    Date
    2012
    Type
    Conference Paper
    
    Metadata
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    Citation
    Hurst, Chris and Cooke, Audrey. 2012. Mathematics Anxiety and Competence: Exploring Links, in Prachalias, C. (ed), Proceedings of the 8th International Conference on Education, Jul 5-7 2012, pp. 627-633. Samos Island, Greece: Research and Training Institute of East Aegean.
    Source Title
    Proceedings of the 8th International Conference on Education
    Source Conference
    8th International Conference on Education
    ISBN
    978-618-5009-05-2
    URI
    http://hdl.handle.net/20.500.11937/34357
    Collection
    • Curtin Research Publications
    Abstract

    Mathematical competence of pre-service teachers is of concern for teacher educators in Australia. Similarly, high levels of anxiety about mathematics in general and low levels of confidence about working with mathematics are disconcerting. This paper reports on a project that investigates links between mathematical competence, conceptual understanding and confidence in pre-service teachers. Three questionnaires designed to measure pre-service teacher attitudes about mathematics in different contexts - working with others, taking a mathematics test, and having to teach mathematics - were administered. Pre-service teachers were also asked to sit an on-line mathematics competency test and were given an opportunity to complete a follow-up questionnaire a year later. Statements on the initial questionnaires represented four domains- somatic, cognitive, attitudinal, and mathematical knowledge. Data generated from participants' reported concerns about mathematics suggest that first year pre-service teachers are most concerned about their levels of knowledge and mathematical understanding and that these concerns are particularly evident when they are required to work with others on mathematics or think about having to teach mathematics. Their levels of anxiety can be somewhat lessened by targeted professional learning using a constructivist approach to developing conceptual understanding. Finally, it was found that responses to the three questionnaires could be used to partially predict attainment on a mathematics competency test.Mathematics education, attitudes, competency, pre-service teachers

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