Reducing maths-anxiety: Results from an online anxiety survey
Large numbers of primary preservice student teachers’ experience maths-anxiety and negative beliefs when entering teacher education courses. This study investigated the reduction of maths-anxiety in sixteen self-identified mathsanxious preservice student teachers. These students were engaged in the development of mathematical repertoires within the context of a supportive computer-supported collaborative learning (CSCL) environment. The design of the Intervention Program used in the study was informed by a theoretical framework derived from the literature in the fields of learning environments, novel open-ended mathematical activities, computer supported collaborative learning, community of learners and negative beliefs about learning and teaching mathematics. A focus for this study will be the findings from the online anxiety survey that allowed participants to self-monitor their feelings as they engaged with the various mathematical activities. The findings suggest that a significant decrease in participant maths-anxiety occurred as they became aware of their emotional state and feelings in relation to each mathematical activity
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 (please consult author)|
|Deposited On:||07 Apr 2005 00:00|
|Last Modified:||09 Jun 2010 12:24|
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