Math anxiety and attitudes in pre-service elementary teachers

The purpose of this study was twofold. First, I identified the attitudes held by pre-service elementary teachers, investigated whether the attitudes could be improved and anxieties reduced, and determined if there was evidence that long-lasting changes in attitudes were achieved. Second, I evaluated my own leadership to see what styles I practiced both inside of, and outside of the classroom. Data was collected through an attitudes questionnaire, student journal data, student interviews, student surveys, and my own journal. Students did show negative attitudes and high anxiety that seemed mitigated by classroom activities. My leadership style in the classroom was primarily a situational style with an ethic of care. Outside of the classroom my style shifted somewhat to also include some transactional and political leadership techniques.

Name thesis:degree_name

Ed.D. Educational Leadership

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.available

2015

Author dc:creator

• Jackson, Kelly

Contributors dc:contributor

• Walpole, MaryBeth

• Math anxiety; Elementary school teachers--Training of
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://rdw.rowan.edu/etd/409

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-1408