Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study
Doctor of Philosophy (PhD)
Curriculum and Instruction
First Advisor's Name
Maria L. Fernandez
First Advisor's Committee Title
Second Advisor's Name
Laura H. Dinehart
Second Advisor's Committee Title
Third Advisor's Name
Thomas G. Reio
Third Advisor's Committee Title
Fourth Advisor's Name
Tonette S. Rocco
Fourth Advisor's Committee Title
Mathematics Anxiety, Student Teaching, Preservice Teachers, Pedagogical Content Knowledge, Content Knowledge
Date of Defense
This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics.
Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs’ perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.
Nisbet, Leslie, "Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study" (2015). FIU Electronic Theses and Dissertations. 2193.
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
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