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Classroom Research with Mathematics Anxiety

Researchers:

Dr. Beth McCulloch Vinson, Elementary Mathematics Chair, Dr. Jonita Haynes, Education Dean,
Dr. Joe Brasher, Professor, Early Childhood, Mrs. Tina Sloan, ASC Adjunct,  Ph.D. Student,
Elementary Classroom Teacher
                            Athens State College
                            200 McCain Hall
                            Athens, AL  35611
                            205-233-6562
Mrs. Regina Gresham, Ph.D. Student, Elementary Classroom Teacher
                            The University of Alabama

Course Descriptions:
            The focus is upon methods and materials in the teaching of preschool and primary school
mathematics.  Current research is emphasized, as is theory concerning facilitation of the development of
mathematical skills and concepts.  Mathematics classes include modeling the same language that should be
used with elementary students and with the same hands-on materials.

Recent Presentations and ERIC submissions:
          Presented a research paper at Kappa Delta Pi International entitled "Reducing Mathematics
                          Anxiety Among Future Teachers and Their Future Students"  (11-97)
             Presented a research paper at Mid-South Educational Research Association “Reducing
                          Mathematics Anxiety Among Future Teachers and Their Future Students” (11-97)
             Presented a research paper at Mid-South Educational Research Association “A Comparison of
                          Preservice Teachers’ Mathematics Anxiety Before and After a Methods Class
                          Emphasizing Manipulatives” (11-97)
             Presented a research paper at Mid-South Educational Research Association “A Comparison of Pre-
                          and Post-Classroom Levels of Mathematics Anxiety Among Elementary Teacher
             Candidates Involved in a Mathematics Methods Course Emphasizing Manipulatives”
             (11-97)
Sample Research Description:
                 The changes in levels of mathematics anxiety among future teachers in two different mathematics
materials and methods classes were investigated.  The changes were a function of using:  (a) Bruner’s
framework of developing conceptual knowledge before procedural knowledge, and (b) manipulatives to
make mathematics concepts more concrete.  The sample included 87 novices at Athens State College,
Athens, Alabama who took classes entitled ED 324 “Mathematics for the Young Child” and/or ED 424
“Teaching Mathematics in the Intermediate Grades.”  Two strategies were used to gather data both at the
beginning and ending of each quarter.  First, future teachers completed 98-item, Likert-type questionnaires.
Second, some of the factors that influence the levels of mathematics anxiety were determined through the
use of questionnaire-guided narrative interviews.  Multivariate analysis of variance was employed as the
quantitative measure for comparing mathematics anxiety both at the beginning and ending of the quarter.
Data revealed a statistically significant reduction of mathematics anxiety levels (p<.05).  Tukey’s HSD was
used to determine that a significant difference occurred between the Fall and Winter Quarters. Results of the
study have implications for teacher education programs concerning the measurement of mathematics anxiety
levels among future teachers and the determination of specific contexts in which that anxiety can be
interpreted and reduced.