Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Supervisors info:
Σπύρου Παναγιώτης, τ.Αναπληρωτής Καθηγητής, Μαθηματικών, ΕΚΠΑ
Original Title:
Σχέσεις διδακτικών πρακτικών με την εμφάνιση/ενίσχυση μαθηματικού άγχους σε μαθητές και μαθήτριες της πρωτοβάθμιας εκπαίδευσης.
Translated title:
Relation between teaching practices and emergence/enhancement of mathematics anxiety in primary school students.
Summary:
Math anxiety has many sources. One of them is the math teacher and his/her teaching practices of Mathematics. Through his/her teaching process, he/she could eliminates stereotypical approaches about Mathematics, and – at the same time – he/she could help students to explore the magical world of Mathematics without any fear or anxiety about them. That’s why every math teacher must be informed of how to identify his/her students’ math anxiety as well to know strategies to eliminate it.
This empirical research studies the relation between teaching practices and students’ mathematics anxiety in primary school. Also, it investigates the differences between teaching practices of math anxious teachers and those who doesn’t show any anxiety about Mathematics. The inquiry of teaching practices was made by the teachers’s statements, by observing the teaching (by the researcher) and by their students’ statements. As research tools were used questionnaires that were given to teachers and their students. Afterwards, was studied the relationship between teaching practices and math anxiety.
Most research findings are in line with pre-existing surveys. It seems that teaching practices tend to be (or are) linked to children’s math anxiety. Furthermore, there are differences in teaching practices among math anxious teachers and teachers who doesn’t have math anxiety.
Main subject category:
Science
Keywords:
math anxiety, mathematics anxiety, teaching practices, math anxious teachers, primary school, Math, Mathematics
