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Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender
ARTICLE

, , Center for Applied Economics, Chile ; , Center for Mathematics Modeling, Chile

TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

We examine whether the expectations of pre-service elementary school teachers about students' achievement, and their beliefs regarding student need for academic support, are influenced by future teachers' mathematics anxiety or by student gender and socioeconomic status. We found that mathematics anxiety can negatively influence pre-service teachers' expectations about students, and that future mathematics teachers' expectations of mathematics achievement are lower for girls than for boys. These effects are independent, as we did not find significant interaction effects between pre-service teacher's mathematics anxiety and student gender. Our results also suggest that mathematics anxiety could affect the capacity of pre-service teachers to develop inclusive learning environments in their classrooms.

Citation

Mizala, A., Martínez, F. & Martínez, S. (2015). Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 70-78. Elsevier Ltd. Retrieved December 6, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.04.006

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