Investigates cognitive processes of math anxious teachers, suggesting interventions to reduce anxiety.
The purpose of this study was twofold: (1) to investigate the cognitive processes of math anxious preservice elementary teachers, and (2) to recommend an intervention based on Beck's theory of anxiety. Five math anxious students in an undergraduate elementary mathematics methods course were identified, and this group of preservice teachers participated in a series of interviews. They also kept a journal record of their experiences with mathematics over a period of six weeks. Cognitions generated from these procedures were examined resulting in four basic themes: (1) cognitive processes, (2) coping strategies, (3) seriousness of situation, and (4) preferred learning styles. By formulating these themes it was then possible to relate the data collected to Beck's cognitive theory and to recommend an intervention which may alleviate the math anxiety of preservice elementary teachers. Ultimately, it was suggested that an intervention should include behavioral treatment as well.
No takes yet. Share an insight, caveat, or question.
Kim Elizabeth Beaton (1994) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: