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Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario

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Abstract

Preservice elementary school teachers are under ever increasing pressure to deliver quality mathematics instruction to their students. Mathematics anxiety and mathematics teacher efficacy are constructs that are commonly measured in preservice elementary school teachers and are used to help identify future challenges these preservice teachers might have when teaching mathematics. Mathematics teaching anxiety is a relatively new construct measured in preservice elementary school teachers. Mathematics teaching anxiety aims to separate the anxiety experienced when doing mathematics from the anxiety experienced when teaching mathematics. This study used a modified version of an explanatory sequential mixed methods design to examine the relationship between mathematics anxiety, mathematics teaching anxiety, and mathematics teacher efficacy in preservice elementary school teachers in Ontario. Participants were preservice elementary school teachers across six teacher education programs in Ontario. Questionnaire data was gathered from 185 participants, 16 of whom were also interviewed. Results indicate that mathematics teaching anxiety is significantly correlated to both mathematics teacher efficacy and mathematics anxiety, but there was a lack of correlation between mathematics anxiety and mathematics teacher efficacy. These results indicate that mathematics teaching anxiety does interact with mathematics anxiety; however, mathematics teacher efficacy and the introduction of mathematics teaching anxiety may disrupt the previous belief that mathematics anxiety and mathematics teacher efficacy are negatively correlated. Furthermore, interview and short answer responses showed that preservice elementary school teachers who were mathematically anxious were aware of their anxieties and developed methods of overcoming their feelings while maintaining effective teaching practices.

Résumé

Les enseignants en formation initiale font l’objet d’une pression toujours croissante pour fournir à leurs élèves une éducation de qualité en mathématiques. L’appréhension à l’égard des mathématiques et l’efficacité des éducateurs à enseigner cette matière sont des constructions mentales couramment mesurées chez les enseignants en formation initiale destinés au primaire et elles sont utilisées pour aider à déterminer les défis futurs que pourrait rencontrer ce personnel en formation, dans la pratique de l’enseignement des mathématiques. L’appréhension reliée à l’enseignement des mathématiques, évaluée chez les enseignants en formation initiale destinés au primaire est une construction relativement nouvelle. Ce type d’appréhension distingue l’angoisse ressentie quand on fait des mathématiques de celle qui se manifeste lorsque l’on enseigne cette matière. Dans cette étude, nous avons utilisé une version modifiée d’une démarche de recherche explicative à méthodes mixtes et séquentielles pour analyser les liens qui ressortent entre l’angoisse à l’égard des mathématiques, l’appréhension reliée à l’enseignement de cette matière et l’efficacité à enseigner les mathématiques chez les éducateurs en formation initiale destinés au primaire en Ontario. Parmi ce groupe, les participants furent recrutés dans six programmes de formation du personnel enseignant en Ontario. La collecte de données par questionnaire a été effectuée auprès de 185 participants et on a aussi interviewé 16 d’entre eux. Les résultats ont révélé une corrélation importante entre l’appréhension reliée à l’enseignement des mathématiques à la fois avec l’efficacité des éducateurs à enseigner cette matière et avec l’angoisse à l’égard des mathématiques alors qu’il n’y avait aucune corrélation entre cette dernière et l’efficacité des éducateurs à enseigner les mathématiques. Ces résultats indiquent que l’appréhension reliée à l’enseignement des mathématiques interagit avec l’angoisse à l’égard de cette matière ainsi qu’avec l’efficacité des éducateurs à l’enseigner, et l’apparition de l’appréhension reliée à l’enseignement des mathématiques peut remettre en cause l’idée reçue que l’angoisse à l’égard des mathématiques et l’efficacité des éducateurs à enseigner cette matière sont en corrélation négative. De plus, l’analyse des réponses recueillies lors des entrevues et de celles à court développement montre que les enseignants en formation initiale destinés au primaire, angoissés à l’égard des mathématiques étaient conscients de leurs appréhensions et ont élaboré des mécanismes pour surmonter leurs impressions tout en maintenant des pratiques d’enseignement efficaces.

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  1. Faculty of Education, Queen’s University, 511 Union Street, Kingston, ON, K7M 5R7, Canada

    John Bosica

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Bosica, J. Using a Mixed Methods Approach to Study the Relationship Between Mathematics Anxiety, Mathematics Teacher Efficacy, and Mathematics Teaching Anxiety in Preservice Elementary School Teachers in Ontario. Can. J. Sci. Math. Techn. Educ. 22, 190–209 (2022). https://doi.org/10.1007/s42330-022-00203-8

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