Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?

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dc.contributor.advisorKivlighan, Dennisen_US
dc.contributor.authorReed, Kara Liannaen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2014-06-24T06:07:24Z
dc.date.available2014-06-24T06:07:24Z
dc.date.issued2014en_US
dc.description.abstractThe purpose of this study was to determine if participation in a Year Long Math Course (YLMC) for professional development would reduce teacher personal or professional math anxiety. Through a quantitative study using the McAnallen Anxiety in Mathematics Teaching Survey, the researcher measured the personal and professional math anxiety of participants and analyzed the data to determine if teachers who participated in a year -long math course had less anxiety than those who did not participate. All teachers involved in the study were considered generalists at the elementary level. Through use of the McAnallen Anxiety in Mathematics Teaching Survey, the study provided data that could be used to inform professional development training for pre-service and in-service elementary teachers. The study could also be used to support strengthening of mathematics programs in pre-K through 12 education.en_US
dc.identifier.urihttp://hdl.handle.net/1903/15314
dc.language.isoenen_US
dc.subject.pqcontrolledEducationen_US
dc.subject.pqcontrolledTeacher educationen_US
dc.subject.pquncontrolledelementaryen_US
dc.subject.pquncontrolledmath anxietyen_US
dc.subject.pquncontrolledteacheren_US
dc.titleDo K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?en_US
dc.typeDissertationen_US

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