A study of factors impacting elementary mathematics preservice teachers: Improving mindfulness, anxiety, self‐efficacy, and mindset

Innovation is more imperative now than ever before given the upcoming shortage in prepared teachers and the need to produce students with a strong knowledge of mathematics. A sense of urgency is impacting teacher education/preparation programs as instructional practices need to discover how to arm t...

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Bibliographic Details
Published in:School science and mathematics 2020-10, Vol.120 (6), p.333-344
Main Authors: Tassell, Janet, Gerstenschlager, Natasha E., Syzmanski, Toni, Denning, Savannah
Format: Article
Language:English
Subjects:
Anxiety
Beliefs
College students
Colleges & universities
Education
Educational Practices
Elementary education
Elementary School Mathematics
Elementary School Teachers
math/math education
Mathematical analysis
Mathematics
Mathematics Anxiety
Metacognition
Methods Courses
Mindfulness
Preservice Teacher Education
Preservice Teachers
Self Efficacy
Student teachers
Students
Teacher education
Teacher Education Curriculum
Teacher Educators
Teacher Improvement
Teachers
teachers and teaching
Teaching Methods
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Summary:Innovation is more imperative now than ever before given the upcoming shortage in prepared teachers and the need to produce students with a strong knowledge of mathematics. A sense of urgency is impacting teacher education/preparation programs as instructional practices need to discover how to arm teachers to increase the number of students to be not only college‐ready but also desiring to pursue Science, Technology, Engineering, and Mathematics majors. As such, the purpose of this study, was to determine how the four variables (mindfulness, mathematics anxiety, self‐efficacy, and mindset) are interconnected within preservice elementary teachers (PSETs), and how we as teacher educators can better address these variables within our own PSETs. Each semester included three seminars with similar overall foci including the four variables. Participants in this study were recruited from Elementary Education students at an east south central regional university enrolled in a mathematics methods course. Thirty‐seven participants were divided into control (N = 20) and treatment (N = 17). In this article, we present both qualitative and quantitative results from our mixed‐methods study that considered these questions. With the results of this study revealing an inter‐connectedness among the four variables, this research further informs the teacher educator community.
ISSN:0036-6803
1949-8594
DOI:10.1111/ssm.12425