An English Version of the Mathematics Teaching Anxiety Scale

Year 2019, Volume: 6 Issue: 3, 436 - 443, 15.10.2019

Thomas Hunt , Mehmet Hayri Sari

https://doi.org/10.21449/ijate.615640

Cited By: 8

Abstract

This study represents the implementation of an English version of the Mathematics Teaching Anxiety Scale (MTAS), originally published in Turkey (Sari, 2014). One hundred and twenty-seven primary school teachers from across the U.K. completed the survey, including 74 qualified teachers and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS was found to have excellent internal consistency (α = .94) and has a two-factor structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety, includes 12 items pertaining to a teacher's own teaching practice and perceived ability, whereas factor two, labelled Pupil/Student-Directed Mathematics Teaching Anxiety, includes 7 items pertaining to anxiety concerning pupils/students failing assessments or not reaching curriculum/school targets. Pre-service teachers, compared to in-service teachers, self-reported significantly higher overall maths teaching anxiety. Among in-service teachers, there was a significant negative correlation between length of service and maths teaching anxiety. These findings are important in the context of retention issues in newly qualified teachers and the need to support trainees and newer teachers if they experience anxiety related to teaching maths.

Keywords

Mathematics, Teaching, Anxiety, Scale, MTAS

An English Version of the Mathematics Teaching Anxiety Scale

Abstract

This study represents the implementation of an
English version of the Mathematics Teaching Anxiety Scale (MTAS), originally
published in Turkey (Sari, 2014). One hundred and twenty-seven primary school
teachers from across the U.K. completed the survey, including 74 qualified teachers
and 53 trainees. Following item-reduction and factor analysis, the 19-item MTAS
was found to have excellent internal consistency (α = .94) and has a two-factor
structure. Factor one, labelled Self-Directed Mathematics Teaching Anxiety,
includes 12 items pertaining to a teacher's own teaching practice and perceived
ability, whereas factor two, labelled Pupil/Student-Directed Mathematics
Teaching Anxiety, includes 7 items pertaining to anxiety concerning
pupils/students failing assessments or not reaching curriculum/school targets.
Pre-service teachers, compared to in-service teachers, self-reported
significantly higher overall maths teaching anxiety. Among in-service teachers,
there was a significant negative correlation between length of service and maths
teaching anxiety. These findings are important in the context of retention
issues in newly qualified teachers and the need to support trainees and newer
teachers if they experience anxiety related to teaching maths.

Keywords

Mathematics, Teaching, Anxiety, Scale, MTAS

References

• Baloglu, M., & Kocak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40, 1325-1335.
• Betz, N. E. (1978). Prevalence, distribution, and correlates of maths anxiety in college students. Journal of Counseling Psychology, 25, 441-448.
• Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary preservice teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106, 173-180.
• Department for Education. (2015). School workforce in England: November 2014. Retrieved from https://www.gov.uk/government/statistics/school-workforce-in-england-november-2014
• Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.
• Gresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience? Journal of Teacher Education, 69, 90-107.
• Hadfield, O. D., & McNeil, K. (1994). The relationship between Myers-Briggs personality type and mathematics anxiety among preservice elementary teachers. Journal of Instructional Psychology, 21, 375-384.
• Hadley, K. M., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum and Instruction, 5(1), 27-44.
• Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal of Research for Mathematics Education, 21, 33-46.
• Hunt, T. E., Clark-Carter-D., & Sheffield, D (2011). The development and part validation of a U.K. scale for mathematics anxiety. Journal of Psychoeducational Assessment, 29, 455-466.
• Isiksal, M., Curran, J. M., Koc, Y., & Askun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary school teachers. Social Behavior and Personality, 37, 631-644.
• Jackson, E. (2008). Mathematics in student teachers. Practitioner Research in Higher Education, 2, 36-42. Lake, V. E., & Kelly, L. (2014). Female preservice teachers and mathematics: Anxiety, beliefs, and stereotypes. Journal of Early Childhood Teacher Education, 35, 262-275.
• OECD. (2013). PISA 2012 results: Ready to learn: Students’ engagement, drive and self-beliefs (Volume III). PISA, OECD Publishing.
• Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23, 213-226.
• Peker, M., & Halat, E. (2008). The pre-service elementary school teachers’ mathematics teaching anxiety and gender, The European Conference on Educational Research, 10-12 September, Goteborg, Sweden.
• Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the mathematics anxiety rating scale. Educational and Psychological Measurement, 42, 551-557.
• Richardson, F. C., and Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale. Journal of Counselling Psychology, 19, 551-554.
• Sandman, R. S. (1979). Mathematics Anxiety Inventory: User’s Manual. Unpublished manuscript, University of Minnesota, Minnesota Research and Evaluation Center, Minneapolis.
• Sari, M. H. (2014). Developing a mathematics teaching anxiety scale for classroom teachers. Elementary Education Online, 13, 1296-1310.
• Sari, M. H., & Aksoy, N. C. (2016). The relationship between mathematics teaching anxiety and teaching style of primary school teachers. Turkish Studies, 11, 1953-1968.
• Tabachnick, B. A., & Fidell, L. S. (2001). Using multivariate statistics (4th ed). Needham Heights, MA: Allyn and Bacon.
• Trujillo, K. M., & Hadfield, O. D. (1999). Tracing the roots of mathematics anxiety through in-depth interviews with preservice elementary teachers. College Student Journal, 33, 219-232.
• Worth, J. & De Lazzari, G. (2017). Teacher Retention and Turnover Research. Research Update 1: Teacher Retention by Subject. Slough: NFER.
• Worth, J., De Lazzari, G., & Hillary, J. (2017). Teacher Retention and Turnover Research: Interim Report. Slough: NFER.