Title

The Negative Experiences of Six Latina Preservice Teachers and Their Perceptions on Learning and Teaching Mathematics

Location

1047

Format Type

Event

Format Type

Paper

Start Date

January 2018

End Date

January 2018

Abstract

In the past several decades, much focus has been placed on math anxiety and how it affects those who experience it. Bursal and Paznokas (2006) found a correlation through a quantitative study of high anxiety and low confidence when looking at preservice teachers (PSTs) preparing to teach math and science. This qualitative study examined the “how” to gain a thorough appreciation of the thoughts and feelings of six PSTs as they transitioned from having negative experiences with math to preparing to teach math as elementary school teachers. From the semi-structured interviews with PSTs, stemmed three themes: traditional teaching, what makes a good teacher, and how they chose the teaching career. We believe this study endeavors to provide insight into the views PSTs have about becoming teachers based on their negative experiences with math. From our findings, we posit research needs to be dedicated to finding ways to aid PSTs in coping with their negative feelings towards mathematics as to prevent them from affecting their pedagogical choices.

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The Negative Experiences of Six Latina Preservice Teachers and Their Perceptions on Learning and Teaching Mathematics

1047

In the past several decades, much focus has been placed on math anxiety and how it affects those who experience it. Bursal and Paznokas (2006) found a correlation through a quantitative study of high anxiety and low confidence when looking at preservice teachers (PSTs) preparing to teach math and science. This qualitative study examined the “how” to gain a thorough appreciation of the thoughts and feelings of six PSTs as they transitioned from having negative experiences with math to preparing to teach math as elementary school teachers. From the semi-structured interviews with PSTs, stemmed three themes: traditional teaching, what makes a good teacher, and how they chose the teaching career. We believe this study endeavors to provide insight into the views PSTs have about becoming teachers based on their negative experiences with math. From our findings, we posit research needs to be dedicated to finding ways to aid PSTs in coping with their negative feelings towards mathematics as to prevent them from affecting their pedagogical choices.