You are here:

Flipping Preservice Elementary Teachers’ Mathematics Anxieties
article

, , Radford University, United States

CITE Journal Volume 17, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

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.

Citation

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: Society for Information Technology & Teacher Education. Retrieved April 20, 2019 from .

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. The Successes and Lessons Learned of Flipped Learning

    Anthony Dove, Radford University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1794–1801

  2. How Flipping Much? Consecutive Flipped Mathematics Courses and Their Influence on Students’ Anxieties and Perceptions of Learning

    Anthony Dove & Emily Dove, Radford University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 36, No. 2 (April 2017) pp. 129–141

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.