International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Exploring the effect of student-teaching on elementary student-teachers’ math anxiety
APA
In-text citation: (Uddin, 2022)
Reference: Uddin, M. S. (2022). Exploring the effect of student-teaching on elementary student-teachers’ math anxiety. International Electronic Journal of Mathematics Education, 17(4), em0708. https://doi.org/10.29333/iejme/12316
AMA
In-text citation: (1), (2), (3), etc.
Reference: Uddin MS. Exploring the effect of student-teaching on elementary student-teachers’ math anxiety. INT ELECT J MATH ED. 2022;17(4), em0708. https://doi.org/10.29333/iejme/12316
Chicago
In-text citation: (Uddin, 2022)
Reference: Uddin, Muhammad Sharif. "Exploring the effect of student-teaching on elementary student-teachers’ math anxiety". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0708. https://doi.org/10.29333/iejme/12316
Harvard
In-text citation: (Uddin, 2022)
Reference: Uddin, M. S. (2022). Exploring the effect of student-teaching on elementary student-teachers’ math anxiety. International Electronic Journal of Mathematics Education, 17(4), em0708. https://doi.org/10.29333/iejme/12316
MLA
In-text citation: (Uddin, 2022)
Reference: Uddin, Muhammad Sharif "Exploring the effect of student-teaching on elementary student-teachers’ math anxiety". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0708. https://doi.org/10.29333/iejme/12316
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Uddin MS. Exploring the effect of student-teaching on elementary student-teachers’ math anxiety. INT ELECT J MATH ED. 2022;17(4):em0708. https://doi.org/10.29333/iejme/12316

Abstract

This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers’ math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze data. The findings of this study showed that a productive and satisfactory student-teaching experience could remove student teachers’ math anxiety. In addition, elementary student teachers’ poor student-teaching experiences negatively affected their motivation in teaching. This study also found that the mentors’ role was a vital part of student teachers’ success. This study concludes that the teacher education department and the school district need to work collaboratively to develop every elementary teacher’s math teaching skill.

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