How teachers' mathematics anxiety affects their students’ mathematics anxiety and mathematics confidence
Fiche du document
10 juillet 2023
- handle: 10670/1.uvbo0c
- isbn: 978-963-7031-04-5
- hal: hal-04420267
info:eu-repo/semantics/OpenAccess
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Mathematics anxiety mathematics education mathematics teachers teacher student relationship affective educationSujets proches
Mathematics anxietyCiter ce document
Jamie Smith et al., « How teachers' mathematics anxiety affects their students’ mathematics anxiety and mathematics confidence », HAL-SHS : sciences de l'éducation, ID : 10670/1.uvbo0c
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Past research has well-documented strong affective reactions towards mathematics from both teachers and students which is often attributed to mathematics anxiety. Elevated levels of mathematics anxiety are frequently linked to poor achievement in mathematics, and decreased confidence and motivation for both students and teachers. This paper reports the results of a large sample study which explored the interrelationship between teachers’ and their students’ mathematics anxiety. Participants included 1545 students aged 11–14 and 26 secondary school mathematics teachers. The findings show that mathematics anxiety remains of concern for both teachers and students, and that teachers’ anxiety influences the mathematics anxiety of their students. Substantial gender stereotypes were also identified in the study. These point to the need for an improved understanding of mathematics anxiety as this holds implications for all involved in mathematics education.