Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

This quantitative study investigated the relationships among practicing elementary teachers’ (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	School science and mathematics 2019-04, Vol.119 (4), p.213-222
Hauptverfasser:	Hughes, Pamela, Swars Auslander, Susan, Stinson, David W., Fortner, C. Kevin
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Standards Anxiety attitudes/beliefs Beliefs Correlation curriculum Educational Attainment Elementary School Teachers elementary teachers and teaching Learning learning processes Mathematical analysis Mathematics Mathematics Anxiety Mathematics Instruction Problem Solving Quantitative analysis reform Teacher Attitudes Teachers Teaching Teaching Experience Teaching Methods
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!