Procedia Social and Behavioral Sciences 1 (2009) 1578–1581

Available online at www.sciencedirect.com

World Conference on Educational Sciences 2009

The level of mathematics anxiety among pre-service elementary school teachers

Hakan ÇATLIO LU a* Osman B RG N a Serkan CO TU a Ramazan GÜRBÜZ b

aKaradeniz Technical University, Fatih Education Faculty, Trabzon, 61335, Turkey bAdıyaman University, Faculty of Education, 02040, Adıyaman, Turkey

Received October 24, 2008 ; revised December 16, 2008; accepted January 4, 2009

Abstract

The aim of this study is to investigate the level of mathematics anxiety among pre-service elementary school teachers. Survey method was used in this descriptive type study. The sample of the study consisted of 207 pre-service elementary school teachers. To assess mathematics anxiety level, a mathematics anxiety scale composed of 39 items developed by Ülda (2005) was used. The data were analyzed by independent samples t-test using the SPSS 13.0 statistics program. In conclusion with the analysis, the level of mathematics anxiety of pre-service elementary school teachers was interpreted as low and the difference based on gender was not significant. On the other hand, there were significant differences according to class, perceived ability and perceived success levels. Finally, suggestions to teacher educators were provided to overcome mathematics anxiety. © 2009 Elsevier Ltd. All rights reserved

Keywords: Mathematics anxiety; Pre-service elementary school teachers; Teacher education.

1. Introduction

In addition to being one of the most investigated concepts; mathematics anxiety (MA) has been affected all aspects of mathematics education directly or indirectly. On the other hand, there is no general consensus among the researchers on not only its definition and dimensions but also its causes and effects. Vinson (2001) argued that “mathematics anxiety is more than a dislike toward mathematics” (p. 89). If a definition is required, the following would be available: “mathematics anxiety involves feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations” (Richardson & Suinn, 1972, p. 551). However, Byrd (1982) accepted this kind of definitions as deficient both from conceptualization of mathematics and also from conceptualization of anxiety perspectives. Thus, it should be regarded from a larger perspective as a complex construct of “affective, behavioral and cognitive responses to a perceived threat to self-esteem which occurs as a response to situations involving mathematics” (Atkinson, 1988, p. 18).

It is claimed that “feelings of anxiety can lead to panic, tension, helplessness, fear, distress, shame, inability to cope, sweaty palms, nervous stomach, difficulty breathing, and loss of ability to concentrate” (Cemen, 1987; Posamentier & Stepelman, 1990, p. 210; cited in Trujillo & Hadfield, 1999, p. 219). On the other hand, it may results in some positive effects for some cases. According to results of 151 studies to explore MA by meta-analysis, Hembree (1990) stated that MA has been tied to poor performance on mathematics achievement tests and to avoidance of subject as well as to positive attitudes toward mathematics. He found that the following variables; “ability, school grade level, and undergraduate fields of study, with pre-service arithmetic teachers especially prone to mathematics anxiety” demonstrate differential MA levels (p. 33).

Malinsky, Ross, Pannells, & McJunkin (2006) claimed that “math anxiety is an extremely common phenomenon among college and university students today” (p. 274). Jackson and Leffingwell (1999) conducted a research to investigate the types of instructor behaviors that caused MA in students from kindergarten through college. The sample consisted of students who were seeking teaching certification in elementary education. A total of 157 students enrolled in a senior level elementary mathematics

* Corresponding author. Tel.: 90-462-377-7323; fax: 90-462-248-7344. E-mail address: hcatlioglu@gmail.com.

1877-0428/$–see front matter © 2009 Elsevier Ltd. All rights reserved.doi:10.1016/j.sbspro.2009.01.277

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class that was required to teach first through six grades. They asked students about their worst or most challenging mathematics classroom experiences from kindergarten through college. Of the 157 subjects, 146 (93 %) reported problems causing MA. They found that, in common with previous studies, % 16 of them had their first traumatic encounter as early as grades 3 and 4. Kelly and Tomhave (1985) reported that elementary education majors’ anxiety levels are the highest one with respect to four other math-anxious college groups (cited in Vinson, 2001). It is also known that teachers’ attitudes may influence their students’ attitudes, which in turn may affect their performance and success. Gresham (2007) found a statistically significant reduction in MA scores of 248 early childhood/elementary education pre-service teachers who completed a methods course with emphasis on the use of manipulative and concrete learning of the mathematical content. The quality of mathematics instruction in elementary schools was found to be related with the quality of preparation of pre-service elementary school teachers (Battista 1986, cited in Brady and Bowd, 2005). On the other hand, mathematics teacher candidates the forthcoming teachers are expected to lessen their degree of MA by the help of education given during their pre-service education.

The aim of this study is to investigate the level of MA among pre-service elementary school teachers. The results will contribute both to determine the current level of MA among pre-service elementary school teachers and to evaluate pre-service education from this perspective. At the same time, the results will contribute to the MA literature since this study examines several variables that may influence MA.

2. Method

1.1. Participants

The sample of the study consisted of 207 pre-service elementary school teachers enrolled in Fatih Education Faculty at Karadeniz Technical University. Of the 207 participants, 113 (55 %) were females and 94 (45 %) were males. In this study, there were 120 (58 %) seniors and 87 (42 %) freshmen.

1.2. Instruments

To assess MA level, Mathematics Anxiety Scale toward Teachers and Teacher Candidates (MAST) developed by Ülda(2005) was used. It is composed of 39 items and seven sub-scales. 502 teacher and 1066 teacher candidates were involved in the reliability and validity studies of her research. Ülda (2005) reported the Cronbach alpha coefficient as .95. The Cronbach alpha coefficient was found as .93 in this study for the reliability of the measurements of the MAST scale. A “Personal Information Form” was also used to get independent variables, namely gender, class level, participants’ perceived ability level to learn mathematics (PAM) and participants’ perceived success level in mathematics (PSM).

1.3. Data collection and analysis

MA is measured on a four rating scale (“I wouldn’t feel anxious,” “I would feel a little anxious,” “I would feel anxious,” and “I would feel highly anxious”) on the MAST. Higher scores on the MAST indicate higher levels of MA. To assess PAM, the following question, “Could you assess your ability to learn mathematics?” is asked. They are asked to express how they perceive themselves using a five-point scale (1 = “very little ability”, 2 = “little ability”, 3 = “moderate ability”, 4 = “much ability” and 5 = “very much ability”). To assess PSM, the following question, “Could you assess your success in mathematics lessons?” is asked to participants in the questionnaire. They are asked to express how they perceive themselves using a five-point scale (1 = “very little success”, 2 = “little success”, 3 = “moderate success”, 4 = “much success” and 5 = “very much success”). Then, the scores 1, 2 or 3 were regarded as low and the scores 4 or 5 were regarded as high perceptions for both questions. Thus, perceptions were categorized as two independent groups. The data were analyzed by independent samples t-test using the SPSS 13.0 statistics program.

3. Findings

The lowest and highest attained score for the MA of pre-service elementary school teachers on MAST scale are 39 and 114, respectively. The range between the lowest and highest score is 75, the mean of the scores of the MAST is 63.32, and the standard deviation is 14.99.

Means and standard deviations of scores on the MAST scale by gender, class level, PAM and PSM are presented in Table 1.

Table 1 Independent samples t-test analysis for mast scores by gender, class level, PAM and PSM

Variable N Mean SD df t p Cohen’s d

Female 113 64.99 15.35 Gender

Male 94 61.30 14.37 205 1.76 .079 0.25

Class Level Freshman 87 67.03 16.50 205 3.09 .002 0.44

1580 Hakan ÇATLIOGLU et al. / Procedia Social and Behavioral Sciences 1 (2009) 1578–1581

Senior 120 60.62 13.23

Low 72 68.23 16.33 PAM

High 135 60.69 13.57 205 3.54 .000 0.52

Low 79 69.97 16.23 PSM

High 127 58.92 12.22 204 5.54 .000 0.80

Although the mean score is higher for females than for males, as a result of the t-test, there is no significant difference between scores of females (64.99) and males (61.31) [t(205) = 1.76, p > .05]. However, there are significant differences between freshmen (67.03) and seniors (60.62) [t(205) = 3.09, p < .01]. It is determined that mean scores of seniors is higher than those of freshmen who have not taken mathematics method courses yet. It can be said that the higher the class level, the lower will be the participant’s score on the MA.

Another finding is that MA scores of pre-service elementary teachers who perceive themselves much successful in mathematics and who perceive themselves as having much ability to learn mathematics than those of others are smaller. There are significant differences between low (60.69) and high PAM (68.23) [t(205) = 3.54, p < .001], and between low (58.93) and high PSM (69.97) [t(204) = 5.54, p < .001] groups.

Analysis of the change in each variable using Cohen’s d indicated a relatively large effect for perceived success (d = 0.80), a moderate effect for class level and perceived ability (d = 0.44 and d = 0.52).

4. Conclusion and Suggestions

In conclusion with the analysis, MA scores of pre-service elementary school teachers can be interpreted as low and the difference based on gender was not significant. The scores of pre-service elementary school teachers in this study are similar but a bit smaller than the scores of pre-service elementary school teachers in a recent study conducted by Ülda (2005). Previous studies had demonstrated that MA was more likely to occur among women than among men (Betz 1978, Hembree, 1990; Stent, 1977; Tobias, 1976). Similarly, this study indicates that the mean score is higher for females than for males though the difference between their mean is not significant. These results might be due to the gratifying fact that the present pre-service education developed according to the research results and current comprehension both helps narrowing gender differences and reducing MA.

On the other hand, there are significant differences according to class level, PAM and PSM. Freshmen are more inclined to have MA than seniors in this study. This can be explained by the fact that seniors have taken a kind of mathematics method course for two consecutive semesters. Parallel findings about efficiency of mathematics method courses on MA were reported by several researchers (Lynch, 1994; Sovchik, Meconi, & Steiner, 1981; Teague & Austin-Martin, 1981; Vinson, 2001). Hebree (1990) found a negative relationship between mathematics ability and mathematics anxiety. In accordance with this result pre-service elementary mathematics teachers differed in terms of ability in this study.

Previous researches stated that some teachers had MA and transferred it to the students (Balo lu, 2001). On the other hand that the forthcoming teachers in this study who are responsible for our children have low levels of MA is a kind of hopeful development for the future. As a result, from the above findings, it can be claimed that the current pre-service elementary teacher education system has positive impacts on reducing MA.

It was shown in several studies that MA of pre-service elementary school teachers is significantly reduced when an emphasis was placed on understanding (Bursal & Paznokas, 2006; Hembree, 1990; Tobias, 1998; and Vinson, 2001; cited in Gresham, 2007). Therefore, concepts should be related with learners’ prior experiences and be constructed, connected, applied and transferred to learners’ relevant and meaningful contexts with active participation and cooperation.

Jackson and Leffingwell (1999) classified the factors causing MA according to grade levels as fallows: 1. Elementary level, especially grades 3 and 4: Difficulty of material, hostile instructor behavior, gender bias, perception of

instructors as insensitive and uncaring; 2. High school level, especially grades 9–11: Angry behavior, unrealistic expectations, embarrassing students in front of peers,

gender bias, insensitive and uncaring attitude; 3. College level, especially freshman year: Communication and language barriers, insensitive and uncaring attitude of

instructor, quality of instruction, evaluation of instruction, instructor’s dislike for level of class, gender bias, age discrimination. It can be seen from the above factors causing MA that instructors’ role is one of the most common factor affecting directly or

indirectly MA. Similarly, Unglaub (1995) conducted in-depth interviews with pre-service elementary school teachers and found that teachers and teaching methods were the most important factors of MA. As a result, instructors should be regarded as the key components to prevent, reduce, or eliminate MA. This indicates that instructors have responsibilities extending from designing the learning environments to use their mimics or voices in an appropriate manner. In fact, effective mathematics instruction is a widespread suggestion in MA literatures and many strategies were also provided to accomplish this in those literatures. As cited in Gresham (2007, p. 187), the following strategies developed by National Council of Teachers of Mathematics (2000) should be applied to reduce or prevent MA:

• remove the importance of ego from classroom practice;

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• make mathematics relevant; • allow for different social approaches to learning mathematics; • emphasize the importance of original, quality thinking rather than rote manipulation of formulas; • characterize mathematics as a human endeavor; • let student share some input into their own evaluations; • design positive experiences in mathematics classes; • accommodate for different learning styles; • emphasize that everyone makes mistakes in mathematics.

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