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Elementary school teachers' math anxiety and students' math learning: A large-scale replication.

Marjorie W Schaeffer1, Christopher S Rozek2, Erin A Maloney3

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Summary
This summary is machine-generated.

Teachers' math anxiety negatively impacts first-graders' math achievement. This study confirms that high teacher math anxiety hinders both boys and girls, regardless of prior math knowledge, affecting early math learning.

Keywords:
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Area of Science:

  • Educational Psychology
  • Developmental Psychology

Background:

  • A strong math foundation is crucial for academic success.
  • Teacher math attitudes, including math anxiety, can influence student learning.
  • Previous research indicated a link between teacher math anxiety and girls' math achievement.

Purpose of the Study:

  • To replicate and extend previous findings on the relationship between teacher math anxiety and student math achievement.
  • To investigate this relationship in a larger and more diverse sample of first-grade students.
  • To determine if the effect of teacher math anxiety on student achievement differs between genders.

Main Methods:

  • A large-scale replication study using a sample of 551 first-grade students.
  • Statistical analysis to assess the relationship between teachers' math anxiety and students' math achievement.
  • Control for teachers' math ability and students' initial math knowledge.

Main Results:

  • A significant negative relationship was found between teachers' math anxiety and students' math achievement for both boys and girls.
  • This finding held true even after controlling for teacher math ability and students' prior math knowledge.
  • The results replicated and extended previous research with a larger sample size.

Conclusions:

  • Teacher math anxiety is a significant factor that can negatively impact children's math learning.
  • This anxiety can potentially derail students' mathematical development during early elementary school.
  • Interventions aimed at reducing math anxiety in teachers may be beneficial for improving student outcomes.