Research Article
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Investigating Hispanic Preservice Teachers’ Mathematics Anxiety, Attitudes, and Self-Efficacy

Year 2023, , 166 - 179, 30.09.2023
https://doi.org/10.17278/ijesim.1217360

Abstract

Math anxiety plagues students and teachers and may cause reduced math competency, avoidance of math courses, and physiological symptoms. This study investigated Hispanic pre-service teachers’ math anxiety, self-efficacy, and coping strategies. Previous research found that math-anxious teachers may promote the same feelings in their students and choose less effective teaching strategies. Therefore, we wanted to identify the incidence of anxiety in our Hispanic teacher candidate population while identifying potential differences from previous studies. Very few past investigations looked at this population exclusively and findings from other populations may not apply to our candidates and teachers. We collected data using a digital survey instrument and found math anxiety correlated with low self-efficacy and poor attitudes toward mathematics. Quizzes and exams, statistics, and probability caused the most anxiety among our participants. The most common way participants coped with their anxiety was to study more, followed by mindfulness and test-taking strategies. Based on our findings, math anxiety is quite common among Hispanic teacher candidates and should be studied further since many used coping strategies that did not appear to help even though they have shown promise in previous studies.

References

  • Ahmed, W. (2018). Developmental trajectories of math anxiety during adolescence: Associations with STEM career choice. Journal of Adolescence, 67, 158–166. https://doi.org/10.1016/j.adolescence.2018.06.010.
  • Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
  • APA. (2020). APA dictionary of psychology. APA. https://dictionary.apa.org/mindfulness
  • Banerjee, N. (2018). Effects of teacher-student ethnoracial matching and overall teacher diversity in elementary schools on educational outcomes. Journal of Research in Childhood Education, 32(1), 94–118. https://doi.org/10.1080/02568543.2017.1393032
  • Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? American Federation of Teachers. https://www.aft.org/ae/summer2014/willingham
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311–328. JSTOR.
  • Blazer, C. (2011). Strategies for reducing math anxiety. Information Capsule, 1102, 1–8.
  • Buckley, S., Reid, K., Goos, M., Lipp, O. V., & Thomson, S. (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60(2), 157–170. https://doi.org/10.1177/0004944116653000
  • Burns, M. (1998). Math: Facing an American phobia. Math Solutions Publications.
  • Carpenter, D. M., & Clayton, G. (2014). Measuring the relationship between self-efficacy and math performance among first-generation college-bound middle school students. Middle Grades Research Journal, 9(2), 109–125.
  • Casanova, S., Vukovic, R. K., & Kieffer, M. J. (2021). Do girls pay an unequal price? Black and Latina girls’ math attitudes, math anxiety, and mathematics achievement. Journal of Applied Developmental Psychology, 73, 101256. https://doi.org/10.1016/j.appdev.2021.101256
  • Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38. https://doi.org/10.1016/j.cobeha.2016.04.011
  • Choe, K. W., Jenifer, J. B., Rozek, C. S., Berman, M. G., & Beilock, S. L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances, 5(11), eaay1062. https://doi.org/10.1126/sciadv.aay1062
  • Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115. https://doi.org/doi.org/10.1177/1365480214521457
  • Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52–58. https://doi.org/10.1177/0963721416672463
  • Gautreau, C., Brye, M. V., & Lunceford, C. (2016). Mathematics-related anxiety and attitudes: Examining the impact among Latina preservice teachers. Journal of Latinos and Education, 15(1), 26–38. https://doi.org/10.1080/15348431.2015.1045146
  • Gollnick, D. M., & Chinn, P. C. (2021). Multicultural education in a pluralistic society (Eleventh edition). Pearson Education, Inc.
  • Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2017). Pre-service elementary teachers’ achievement goals and their relationship to math anxiety. Learning and Individual Differences, 60, 40–45. https://doi.org/10.1016/j.lindif.2017.10.002
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617–635. https://doi.org/10.1177/0143034305060802
  • Gresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience? Journal of Teacher Education, 69(1), 90–107. https://doi.org/10.1177/0022487117702580
  • Harper, N. W., & Daane, C. J. (2012). Causes and reduction of math anxiety in preservice elementary teachers: Action in teacher education. Action in Teacher Education, 19(4), 29–38. https://doi.org/10.1080/01626620.1998.10462889
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455
  • Hoffer, W. W. (2012). Minds on mathematics: Using math workshop to develop deep understanding in grades 4-8. Heinemann.
  • Hollingsworth, H. L., & Knight-McKenna, M. (2018). “I am now confident”: Academic service-learning as a context for addressing math anxiety in preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 312–327.
  • Hopko, D. R. (2016). Confirmatory factor analysis of the math anxiety rating scale–revised. Educational and Psychological Measurement. https://doi.org/10.1177/0013164402251041
  • Iossi, L. (2013). Strategies for reducing math anxiety in post-secondary students. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings of the Sixth Annual College of Education Research Conference: Urban and International Education Section (pp. 30–35). Florida International University. http://coeweb.fiu.edu/research_conference/
  • Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421
  • Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PLoS ONE, 7(10), e48076. https://doi.org/10.1371/journal.pone.0048076
  • Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science. https://doi.org/10.1177/0956797615592630
  • Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20–29. https://doi.org/10.1016/j.lindif.2017.01.005
  • OECD. (2013). Mathematics self-beliefs and participation in mathematics-related activities. 87–112. https://doi.org/10.1787/9789264201170-8-en
  • Olson, A. M., & Stoehr, K. J. (2019). From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety. School Science and Mathematics, 119(2), 72–82. https://doi.org/10.1111/ssm.12320
  • Pew Research Center. (2018). Racial, ethnic diversity has grown more quickly among U.S. public school students than teachers. Pew Research Center. https://www.pewresearch.org/wp-content/uploads/2018/08/FT_18.08.09_TeacherRace.png
  • Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open. https://doi.org/10.1177/2332858418756052
  • Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
  • Reardon, S. F., & Galindo, C. (2007). Patterns of Hispanic students’ math skill proficiency in the early elementary grades. Journal of Latinos and Education, 6(3), 229–251. https://doi.org/10.1080/15348430701312883
  • Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273–296. https://doi.org/10.1016/j.cogpsych.2011.03.001
  • Sloan, T. R. (2010). A quantitative and qualitative study of math anxiety among preservice teachers. The Educational Forum, 74(3), 242–256. https://doi.org/10.1080/00131725.2010.483909
  • Stevens, T., Olivárez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and white students. Hispanic Journal of Behavioral Sciences, 28(2), 161–186. https://doi.org/10.1177/0739986305286103
  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306–315. https://doi.org/10.1111/j.1949-8594.2006.tb17921.x
  • Szucs, D., & Mammarella, I. C. (2020). Math anxiety (No. 31; Educational Practices Series, p. 1. – 38). UNESCO International Bureau of Education. https://unesdoc.unesco.org/ark:/48223/pf0000373402?locale=en
  • Tassell, J., Gerstenschlager, N. E., Syzmanski, T., & Denning, S. (2020). A study of factors impacting elementary mathematics preservice teachers: Improving mindfulness, anxiety, self-efficacy, and mindset. School Science and Mathematics, 120(6), 333–344. https://doi.org/10.1111/ssm.12425
  • Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63–70. https://doi.org/10.17763/haer.50.1.xw483257j6035084
  • Vacarr, B. (2001). Voices inside schools: Moving beyond polite correctness: Practicing mindfulness in the diverse classroom. Harvard Educational Review, 71(2), 285–296. https://doi.org/10.17763/haer.71.2.n8p0620381847715
  • Yahav, R., & Cohen, M. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 173–188.
  • Wallace, A. (2018). President’s message: A think about, updates, and thank you. Mathesis NHTM, 50(4), 1–3.
  • Warwick, J. (2017). Dealing with mathematical anxiety: Should one size fit all? The Mathematics Enthusiast, 14(1), 161–174.
  • Zettle, R. D. (1988). Acceptance and commitment therapy vs. systematic desensitization in treatment of mathematics anxiety. The Psychological Record, 53(2), 197–215. https://doi.org/10.1007/BF03395440

Investigating Hispanic Preservice Teachers’ Mathematics Anxiety, Attitudes, and Self-Efficacy

Year 2023, , 166 - 179, 30.09.2023
https://doi.org/10.17278/ijesim.1217360

Abstract

Math anxiety plagues students and teachers and may cause reduced math competency, avoidance of math courses, and physiological symptoms. This study investigated Hispanic pre-service teachers’ math anxiety, self-efficacy, and coping strategies. Previous research found that math-anxious teachers may promote the same feelings in their students and choose less effective teaching strategies. Therefore, we wanted to identify the incidence of anxiety in our Hispanic teacher candidate population while identifying potential differences from previous studies. Very few past investigations looked at this population exclusively and findings from other populations may not apply to our candidates and teachers. We collected data using a digital survey instrument and found math anxiety correlated with low self-efficacy and poor attitudes toward mathematics. Quizzes and exams, statistics, and probability caused the most anxiety among our participants. The most common way participants coped with their anxiety was to study more, followed by mindfulness and test-taking strategies. Based on our findings, math anxiety is quite common among Hispanic teacher candidates and should be studied further since many used coping strategies that did not appear to help even though they have shown promise in previous studies.

References

  • Ahmed, W. (2018). Developmental trajectories of math anxiety during adolescence: Associations with STEM career choice. Journal of Adolescence, 67, 158–166. https://doi.org/10.1016/j.adolescence.2018.06.010.
  • Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385–389. https://doi.org/10.1016/j.lindif.2011.12.004
  • APA. (2020). APA dictionary of psychology. APA. https://dictionary.apa.org/mindfulness
  • Banerjee, N. (2018). Effects of teacher-student ethnoracial matching and overall teacher diversity in elementary schools on educational outcomes. Journal of Research in Childhood Education, 32(1), 94–118. https://doi.org/10.1080/02568543.2017.1393032
  • Beilock, S. L., & Willingham, D. T. (2014). Math anxiety: Can teachers help students reduce it? American Federation of Teachers. https://www.aft.org/ae/summer2014/willingham
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311–328. JSTOR.
  • Blazer, C. (2011). Strategies for reducing math anxiety. Information Capsule, 1102, 1–8.
  • Buckley, S., Reid, K., Goos, M., Lipp, O. V., & Thomson, S. (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60(2), 157–170. https://doi.org/10.1177/0004944116653000
  • Burns, M. (1998). Math: Facing an American phobia. Math Solutions Publications.
  • Carpenter, D. M., & Clayton, G. (2014). Measuring the relationship between self-efficacy and math performance among first-generation college-bound middle school students. Middle Grades Research Journal, 9(2), 109–125.
  • Casanova, S., Vukovic, R. K., & Kieffer, M. J. (2021). Do girls pay an unequal price? Black and Latina girls’ math attitudes, math anxiety, and mathematics achievement. Journal of Applied Developmental Psychology, 73, 101256. https://doi.org/10.1016/j.appdev.2021.101256
  • Chang, H., & Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33–38. https://doi.org/10.1016/j.cobeha.2016.04.011
  • Choe, K. W., Jenifer, J. B., Rozek, C. S., Berman, M. G., & Beilock, S. L. (2019). Calculated avoidance: Math anxiety predicts math avoidance in effort-based decision-making. Science Advances, 5(11), eaay1062. https://doi.org/10.1126/sciadv.aay1062
  • Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99–115. https://doi.org/doi.org/10.1177/1365480214521457
  • Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52–58. https://doi.org/10.1177/0963721416672463
  • Gautreau, C., Brye, M. V., & Lunceford, C. (2016). Mathematics-related anxiety and attitudes: Examining the impact among Latina preservice teachers. Journal of Latinos and Education, 15(1), 26–38. https://doi.org/10.1080/15348431.2015.1045146
  • Gollnick, D. M., & Chinn, P. C. (2021). Multicultural education in a pluralistic society (Eleventh edition). Pearson Education, Inc.
  • Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2017). Pre-service elementary teachers’ achievement goals and their relationship to math anxiety. Learning and Individual Differences, 60, 40–45. https://doi.org/10.1016/j.lindif.2017.10.002
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617–635. https://doi.org/10.1177/0143034305060802
  • Gresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience? Journal of Teacher Education, 69(1), 90–107. https://doi.org/10.1177/0022487117702580
  • Harper, N. W., & Daane, C. J. (2012). Causes and reduction of math anxiety in preservice elementary teachers: Action in teacher education. Action in Teacher Education, 19(4), 29–38. https://doi.org/10.1080/01626620.1998.10462889
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455
  • Hoffer, W. W. (2012). Minds on mathematics: Using math workshop to develop deep understanding in grades 4-8. Heinemann.
  • Hollingsworth, H. L., & Knight-McKenna, M. (2018). “I am now confident”: Academic service-learning as a context for addressing math anxiety in preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 312–327.
  • Hopko, D. R. (2016). Confirmatory factor analysis of the math anxiety rating scale–revised. Educational and Psychological Measurement. https://doi.org/10.1177/0013164402251041
  • Iossi, L. (2013). Strategies for reducing math anxiety in post-secondary students. In S. M. Nielsen & M. S. Plakhotnik (Eds.), Proceedings of the Sixth Annual College of Education Research Conference: Urban and International Education Section (pp. 30–35). Florida International University. http://coeweb.fiu.edu/research_conference/
  • Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421
  • Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PLoS ONE, 7(10), e48076. https://doi.org/10.1371/journal.pone.0048076
  • Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science. https://doi.org/10.1177/0956797615592630
  • Novak, E., & Tassell, J. L. (2017). Studying preservice teacher math anxiety and mathematics performance in geometry, word, and non-word problem solving. Learning and Individual Differences, 54, 20–29. https://doi.org/10.1016/j.lindif.2017.01.005
  • OECD. (2013). Mathematics self-beliefs and participation in mathematics-related activities. 87–112. https://doi.org/10.1787/9789264201170-8-en
  • Olson, A. M., & Stoehr, K. J. (2019). From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety. School Science and Mathematics, 119(2), 72–82. https://doi.org/10.1111/ssm.12320
  • Pew Research Center. (2018). Racial, ethnic diversity has grown more quickly among U.S. public school students than teachers. Pew Research Center. https://www.pewresearch.org/wp-content/uploads/2018/08/FT_18.08.09_TeacherRace.png
  • Ramirez, G., Hooper, S. Y., Kersting, N. B., Ferguson, R., & Yeager, D. (2018). Teacher math anxiety relates to adolescent students’ math achievement. AERA Open. https://doi.org/10.1177/2332858418756052
  • Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145–164. https://doi.org/10.1080/00461520.2018.1447384
  • Reardon, S. F., & Galindo, C. (2007). Patterns of Hispanic students’ math skill proficiency in the early elementary grades. Journal of Latinos and Education, 6(3), 229–251. https://doi.org/10.1080/15348430701312883
  • Siegler, R. S., Thompson, C. A., & Schneider, M. (2011). An integrated theory of whole number and fractions development. Cognitive Psychology, 62(4), 273–296. https://doi.org/10.1016/j.cogpsych.2011.03.001
  • Sloan, T. R. (2010). A quantitative and qualitative study of math anxiety among preservice teachers. The Educational Forum, 74(3), 242–256. https://doi.org/10.1080/00131725.2010.483909
  • Stevens, T., Olivárez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and white students. Hispanic Journal of Behavioral Sciences, 28(2), 161–186. https://doi.org/10.1177/0739986305286103
  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306–315. https://doi.org/10.1111/j.1949-8594.2006.tb17921.x
  • Szucs, D., & Mammarella, I. C. (2020). Math anxiety (No. 31; Educational Practices Series, p. 1. – 38). UNESCO International Bureau of Education. https://unesdoc.unesco.org/ark:/48223/pf0000373402?locale=en
  • Tassell, J., Gerstenschlager, N. E., Syzmanski, T., & Denning, S. (2020). A study of factors impacting elementary mathematics preservice teachers: Improving mindfulness, anxiety, self-efficacy, and mindset. School Science and Mathematics, 120(6), 333–344. https://doi.org/10.1111/ssm.12425
  • Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63–70. https://doi.org/10.17763/haer.50.1.xw483257j6035084
  • Vacarr, B. (2001). Voices inside schools: Moving beyond polite correctness: Practicing mindfulness in the diverse classroom. Harvard Educational Review, 71(2), 285–296. https://doi.org/10.17763/haer.71.2.n8p0620381847715
  • Yahav, R., & Cohen, M. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 173–188.
  • Wallace, A. (2018). President’s message: A think about, updates, and thank you. Mathesis NHTM, 50(4), 1–3.
  • Warwick, J. (2017). Dealing with mathematical anxiety: Should one size fit all? The Mathematics Enthusiast, 14(1), 161–174.
  • Zettle, R. D. (1988). Acceptance and commitment therapy vs. systematic desensitization in treatment of mathematics anxiety. The Psychological Record, 53(2), 197–215. https://doi.org/10.1007/BF03395440
There are 48 citations in total.

Details

Primary Language English
Subjects Mathematics Education, Other Fields of Education, Psychological Methodology, Design and Analysis
Journal Section Research Article
Authors

Cody Perry 0000-0002-7099-1853

Seth Sampson This is me 0000-0003-1932-9984

Melinda Ayala-diaz This is me

Early Pub Date October 1, 2023
Publication Date September 30, 2023
Published in Issue Year 2023

Cite

APA Perry, C., Sampson, S., & Ayala-diaz, M. (2023). Investigating Hispanic Preservice Teachers’ Mathematics Anxiety, Attitudes, and Self-Efficacy. International Journal of Educational Studies in Mathematics, 10(3), 166-179. https://doi.org/10.17278/ijesim.1217360