Using critical incident technique to investigate pre-service teacher mathematics anxiety

Conference paper

Wilson, Sue. (2015). Using critical incident technique to investigate pre-service teacher mathematics anxiety. In K. Beswick, T. Muir and J. Fielding-Wells (Ed.). Climbing Mountains, Building Bridges. 39th Conference of the International Group for the Psychology of Mathematics Education. Hobart, Australia.. Hobart, Australia: Psychology of Mathematics Education. pp. 313-320
AuthorsWilson, Sue
TypeConference paper
Abstract

High level of mathematics anxiety in pre-service primary teachers affects both their current study, and their future teaching of mathematics. This paper proposed Critical Incident Technique as an appropriate research method, and reports how it was used in a teacher education course to increase pre-service primary teachers’ understanding of the impact of previous mathematics classroom experiences on their identities as learners and teachers of mathematics. The results also provided insights for teacher educators and teachers into strategies that could prevent or diminish their students’ mathematics anxiety. The discussion highlighted the need for teacher educators to be aware of the perspectives of PSTs, the importance of verbalisation and the sharing of emotions, and outlined recommendations for further research.

Year2015
PublisherPsychology of Mathematics Education
Web address (URL)http://www.igpme.org/wp-content/uploads/2019/05/PME39-2015-Hobart.zip
Publisher's version
License
All rights reserved
File Access Level
Open
Book titleProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education ; Volume 4
Page range313-320
ISBN9781326664350
Web address (URL) of conference proceedingshttp://www.igpme.org/publications/current-proceedings/
Research GroupSchool of Education
Output statusPublished
Publication dates
Online2015
Place of publicationHobart, Australia
EditorsK. Beswick, T. Muir and J. Fielding-Wells
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