South Korean Elementary Teachers’ Anxiety for Teaching Mathematics
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
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Rina Kim, Curriculum and Instruction, Boston College, Chestnuthill, United States
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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.
Anxiety for Teaching Mathematics, Educational Policy, Elementary Teacher, Teacher Education Program
To cite this article
Rina Kim, South Korean Elementary Teachers’ Anxiety for Teaching Mathematics, International Journal of Elementary Education. Vol. 3, No. 3, 2014, pp. 71-80. doi: 10.11648/j.ijeedu.20140303.14
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