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The presence of mathematics anxiety in future primary school teachers and factors affecting abatement

James, Simon, Batten, Lynn and Cyganowski, Michelle 2013, The presence of mathematics anxiety in future primary school teachers and factors affecting abatement, in Lighthouse DELTA 2013 : Shining through the fog : Proceedings of the Delta Teaching and Learning of Undergraduate Mathematics and Statistics 2013 conference, The University of Western Sydney, School of Computing, Engineering and Mathematics, Sydney, N. S. W, pp. 235-235.

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Title The presence of mathematics anxiety in future primary school teachers and factors affecting abatement
Author(s) James, SimonORCID iD for James, Simon orcid.org/0000-0003-1150-0628
Batten, Lynn
Cyganowski, Michelle
Conference name Delta Teaching and Learning of Undergraduate Mathematics and Statistics. Conference (9th ; 2013 : Kiama, N. S. W.)
Conference location Kiama, N. S. W.
Conference dates 24 - 29 Nov. 2013
Title of proceedings Lighthouse DELTA 2013 : Shining through the fog : Proceedings of the Delta Teaching and Learning of Undergraduate Mathematics and Statistics 2013 conference
Editor(s) King, Deborah
Loch, Birgit
Rylands, Leanne
Publication date 2013
Conference series Delta Teaching and Learning of Undergraduate Mathematics and Statistics Conference
Start page 235
End page 235
Total pages 1
Publisher The University of Western Sydney, School of Computing, Engineering and Mathematics
Place of publication Sydney, N. S. W
Keyword(s) mathematics anxiety
whole teacher approach
primary teaching
Summary This study reflects on the implementation of various teaching initiatives for reducing anxiety toward mathematics in students studying to become primary school teachers. We highlight similarities between these practices and those promoted by the 'Whole Teacher' approach - in particular, the aim to develop attitudes along with knowledge and skills. Here, the negative past associations with mathematics and anxiety toward mathematics that students bring with them have been a key consideration when designing the subject content and delivery. Given the important role these students will have in shaping mathematics education in the future, we suggest frameworks such as that of the 'Whole Teacher' could be extended to the university setting. We investigate four years of student feedback pertaining to a first year undergraduate mathematics unit, contending that the teaching initiatives introduced over time have helped students develop a positive attitude toward mathematics. We note, however, that the student-teacher relationship was still the most prominent factor directly identified by students who previously had a fear or negative attitude toward mathematics.
Notes Abstract Oral Presentation; Nov. 2013
ISBN 9781741082890
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category E3 Extract of paper
HERDC collection year 2013
Persistent URL http://hdl.handle.net/10536/DRO/DU:30062596

Document type: Conference Paper
Collection: School of Information Technology
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