AERA Open | |
Teacher Math Anxiety Relates to Adolescent Studentsâ Math Achievement: | |
Gerardo Ramirez1  | |
关键词: teacher math anxiety; math learning; mindset; | |
DOI : 10.1177/2332858418756052 | |
学科分类:发展心理学和教育心理学 | |
来源: Sage Journals | |
【 摘 要 】
Elementary school teachersâ math anxiety has been found to play a role in their studentsâ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade studentsâ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the studentsâ perception that their teacher believes not everyone can be good at math and is not explainable by teachersâ usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict studentsâ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape studentsâ math achievement and their perceptions of what their teacher believes about math.
【 授权许可】
CC BY-NC
【 预 览 】
Files | Size | Format | View |
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RO201902025414837ZK.pdf | 245KB | download |