International Journal of Elementary Education
Volume 3, Issue 3, June 2014, Pages: 71-80
Received: Jun. 10, 2014;
Accepted: Jun. 22, 2014;
Published: Jun. 30, 2014
Views 2654 Downloads 181
Rina Kim, Curriculum and Instruction, Boston College, Chestnuthill, United States
The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.
South Korean Elementary Teachers’ Anxiety for Teaching Mathematics, International Journal of Elementary Education.
Vol. 3, No. 3,
2014, pp. 71-80.
E. Ertekin, B. Dima, E. Yazici, and M. Peker. The relationship between epistemological beliefs and teaching anxiety in mathematics. Educational Research and Review, 2010, 5(10), 631–636.
S. L. Swars, C. J. Daane, and J. Giesen, Mathematics anxiety and mathematics teaching efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 2006, 106(7), 306–315.
M. Bursal, and L. Paznokas. Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 2006, 106(4), 173–179.
M. Peker, Matematik öğretmeye yöne-lik kaygı ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama, 2006, 9, 73–92.
G. Gre-sham. An examination of mathematics teacher efficacy and mathematics anxiety in elementary pre-service teachers. Journal of Classroom Interaction, 2009, 44, 22–38.
M. Peker. The effects of an instruction using problem solving strategies in mathematics on the teaching anxiety level of the pre-service primary school teachers. The New Educational Review, 2009, 19(3–4), 95–114.
G. Levine. Variability in anxiety for teaching mathematics among pre-service elementary school teachers enrolled in a mathematics course. Paper presented at the annual meeting of the American Educational Research Association in New York. (Eric Document Repro-duction Service No. ED398067). 1996.
M. Peker. Pre-service teachers’ teaching anxiety about mathematics and their learning style. Eurasia Journal of Mathematics, Science & Technol-ogy Education, 2009, 5(4), 335–345.
H. C. Hill, M. L. Blunk, Y. Charalambos , J. M. Lewis, G. C. Phelps, L. Sleep, L. and D. L. Ball. Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 2008, 26(4), 430–511.
S. Konstantopoulos. Teacher effects in early grades: Evidence from a rando-mized study. Teachers College Record, 2011, 113(7), 1541–1565.
J. Furner, and B. Berman. Confidence in their ability to do mathematics: The need to eradicate math anxiety so our future students can successfully compete in a high-tech globally competitive world. Dimensions in Ma-thematics, 2005, 18(1), 28–31.
G. Gresham. A study to reduce mathematics anxiety in elementary pre-service teachers. Journal of Invitational Theory and Practice, 2007, 13, 24–33.
E. Yazici, and E. Ertekin. Gender differences of elementary prospective teachers in mathematical beliefs and mathematics teaching anxiety. International Journal of Social, Human Science and Engineering, 2010, 4(7), 24–27.
D. E. Cruikshank, and L. J. Sheffield. Teaching and learning elementary and middle school mathematics. 1992. Columbus, OH: Merrill.
R. R. McAnallen, Examining mathematics anxiety in elementary classroom teachers (Doctoral Dis-sertation, University of Connecticut). 2012, http://www.gifted.uconn.edu/siegle/Dissertations/Rachel%20McAnallen.pdf. Accessed 15 Feb-ruary 2014.
S. Anderson, M. K. Peterson, S. W. Toops, and J. A. K. Hey. International stu-dies: An interdisciplinary approach to global issues. 2008, Boulder, CO: Westview Press.
Ministry of Education. Statistical analysis of education in South Korea. http://cesi.kedi.re.kr. 2012, Accessed 15 February 2014.
Seoul National University of Education. 2012. Bulletin. http://www.snue.ac.kr. Accessed 14 February 2014.
R. B. Yoo, R. B. 2012. Differences in teacher efficacy based on qualification training experience for the ele-mentary 1st class regular teacher (Master’s Thesis, Seoul National University of Education). http://www.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no=e00c9a9ad773679bffe0bdc3ef48d419&outLink=N. Accessed 19 February 2014.
Ministry of Education. 2012. Announcement No. 2012-10. http://www.moe,go.kr. Accessed 19 February 2014.
K. L. Kraemer. 1991 The Information Systems Research Challenge: Survey Re-search Methods. Volume 3, Harvard Business School Press, Boston, MA.
K. Kelley, B. Clark, V. Brown, and J. Sitzia. Good practice in the conduct and reporting of survey research. In-ternational Journal for Quality in Health Care, 2003 15, 261–266.
B. Gimbert, L. Bol, and D. Wallace. 2007. The influence of teacher preparation on student achievement and the applica-tion of National Standards by teachers in urban secondary schools. Education and Urban Society, 40(91), 91–117. http://eus.sagepub.com/cgi/content/abstract/40/1/91. Accessed 19 February 2014.
D. Ng. Indonesian primary teachers’ mathematical knowledge for teaching geome-try: Implications for educational policy and teacher preparation programs. Asia-Pacific Journal of Teacher Education, 2011, 39(2), 151–164.
M. Peker. The use of expanded microteaching for reducing pre-service teachers’ teaching anxiety about mathematics. Scientific Research and Essay, 2009, 4(9), 872–880.
M. Peker, and E. Halat. Teaching anxiety and the mathemati-cal representations developed through WebQuest and spreadsheet activities. Journal of Applied Sciences, 2009, 9(7), 1301–1308.
D. E. Cruikshank and L. J. Sheffield, Teaching and learning elementary and middle school mathematics. Columbus, OH: Merrill. 1992
The Ministry of Education, “Statistical analysis of education in South Korea,” Retrieved from http://cesi.kedi.re.kr, 2012.