کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
373877 622452 2015 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender
ترجمه فارسی عنوان
انتظارات قبل از خدمت ابتدایی معلمان مدرسه در مورد عملکرد دانش آموز: چگونه باورهای خود را با اضطراب ریاضی و جنس دانش آموز را تحت تاثیر قرار
کلمات کلیدی
معلمان قبل از خدمت؛ معلمان انتظارات از دانش آموزان؛ اضطراب ریاضی؛ تبعیض جنسیتی؛ بررسی آزمایش روش
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


• Math anxiety can influence pre-service teachers' expectations about students.
• Pre-service teachers' expectations about math achievement are gender biased.
• Underachievement in math is extrapolated to general achievement only for girls.
• No interaction effects were found between math anxiety and math gender bias.
• Math anxiety may affects teachers' capacity to develop inclusive learning classrooms.

We examine whether the expectations of pre-service elementary school teachers about students' achievement, and their beliefs regarding student need for academic support, are influenced by future teachers' mathematics anxiety or by student gender and socioeconomic status. We found that mathematics anxiety can negatively influence pre-service teachers' expectations about students, and that future mathematics teachers' expectations of mathematics achievement are lower for girls than for boys. These effects are independent, as we did not find significant interaction effects between pre-service teacher's mathematics anxiety and student gender. Our results also suggest that mathematics anxiety could affect the capacity of pre-service teachers to develop inclusive learning environments in their classrooms.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 50, August 2015, Pages 70–78
نویسندگان
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