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http://dx.doi.org/10.7468/jksmec.2021.24.2.71

A Study on the Relationship between Mathematics Anxiety and Mathematics Teaching Anxiety in Elementary School Teachers  

Kim, Rina (Mogun Elementary School)
Publication Information
Education of Primary School Mathematics / v.24, no.2, 2021 , pp. 71-81 More about this Journal
Abstract
In this study, I investigate the relationship between mathematics anxiety and mathematics teacher anxiety of elementary school teachers with integrated method. As a result of statistical analysis of the survey of 256 elementary school teachers, there was a statistically significant positive correlation between the two factors (r = .630, p <.05). The analysis show that teaching experience and degree may affect mathematics anxiety and teaching experience, degree, and teacher qualification may affect mathematics teaching anxiety. Subsequently I conduct a qualitative study focusing on interviews with 20 elementary school teachers. As a result of the analysis, I confirm that even if the mathematics anxiety is low, mathematics teaching anxiety may occur due to the teaching environment. As a result of the quantitative and qualitative analysis of this study, Korean elementary school teachers' mathematics anxiety and mathematics teaching anxiety might be regarded as separate factors. From the result of the study, I suggest that mathematics anxiety and mathematics teaching anxiety of elementary school teachers, each emotional state might be considered as independent emotional status. The implication of the study indicate that independent methods might be developed in order to prevent and treat mathematics anxiety and mathematics teaching anxiety in elementary school teachers.
Keywords
mathematics teaching anxiety; mathematics anxiety; teacher training; teacher education;
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Times Cited By KSCI : 1  (Citation Analysis)
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