Flipping Preservice Elementary Teachers’ Mathematics Anxieties
Anthony Dove, Emily Dove, Radford University, United States
CITE Journal Volume 17, Number 3, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In preparing future elementary educators in mathematics, helping them overcome their anxieties of mathematics and teaching mathematics is paramount. This study examined how different instructional practices (in-class lecture, flipped learning with teacher-created videos, flipped classroom with Khan Academy videos) compared in improving students’ mathematics anxiety and anxiety about teaching mathematics. Results suggest that, while all three methods improved students’ anxieties related to mathematics, flipped learning with teacher-created videos significantly had the greatest decreases in mathematics anxiety and anxiety about teaching mathematics. Survey responses and class interviews also suggested that flipped learning with teacher–created videos better aligned with course content and activities, thus helping students feel prepared and more confident before entering the classroom.
Dove, A. & Dove, E. (2017). Flipping Preservice Elementary Teachers’ Mathematics Anxieties. Contemporary Issues in Technology and Teacher Education, 17(3), 312-335. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2017 from https://www.learntechlib.org/p/171621/.
© 2017 AACE