The Effect of Interventions on Math Anxiety in Preservice Elementary Teachers
Nicholas Holodick, Denise Reboli, King's College, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
It is documented that a large number of elementary teachers experience significant levels of math anxiety (Buhlman,Young,1982) that tends to lower math achievement and incompatible with effective math instruction (Hadfield & McNeil, 1994). Research indicates that math methods courses can have a positive impact on preservice teachers' knowledge, skills, and dispositions towards math (Ball,1990). Recognizing the need to improve these attitudes among preservice teachers, the Education and Math Departments of King's College are collaborating on appropriate strategies and techniques. Our initial focus has been the methods course, which incorporates various technological interventions as well as an integrative approach with science & language arts methods. We are reviewing the content courses that education majors take to improve their skill and knowledge earlier. This paper documents what has been done in the methods course, and highlights proposed changes to the content courses.
Holodick, N. & Reboli, D. (2003). The Effect of Interventions on Math Anxiety in Preservice Elementary Teachers. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2147-2150). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).