| dc.contributor.author | Lynch, Grace Carol. | en_US |
| dc.date.accessioned | 2014-10-21T12:35:30Z | |
| dc.date.available | 1994 | |
| dc.date.issued | 1994 | en_US |
| dc.identifier.other | AAINN05166 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55019 | |
| dc.description | The first purpose of this study was to further an understanding of mathematics anxiety by placing it within a psychological model. The second purpose was to determine if and how an intervention for mathematics anxiety implemented within an elementary mathematics methods course, could reduce levels of mathematics anxiety. The results of this study indicated that mathematics anxiety could be placed within a social cognitive framework. | en_US |
| dc.description | The sample for this study was 112 preservice elementary teachers enrolled in 3 separate years of an elementary mathematics methods course at a small eastern Canadian University. Data was gathered through the administration of the Fennema-Sherman Mathematics Attitude Scales and Mathematics Anxiety Scale, interviews with the preservice elementary teachers, interviews with the professor who taught the course throughout the span of the research, and observations of one year of the elementary mathematics methods course while it was in progress. | en_US |
| dc.description | Findings indicated that the mathematics anxiety levels of the preservice elementary teachers were reduced after completing the elementary mathematics methods course. Further it appeared that there was a relationship between confidence in learning mathematics and mathematics anxiety. Self-efficacy expectations were found to be important in the reduction of mathematics anxiety. Specific components of the methods course that aided in the reduction of mathematics anxiety were clearly identified by the preservice elementary teachers. Future research into mathematics anxiety could explore these components further. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1994. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Mathematics. | en_US |
| dc.subject | Education, Teacher Training. | en_US |
| dc.title | The efficacy of an elementary mathematics methods course in changing preservice elementary teachers' mathematics anxiety. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
