dc.creatorJaggernauth, Sharon
dc.date.accessioned2013-06-24T20:11:20Z
dc.date.accessioned2019-08-05T17:54:54Z
dc.date.available2013-06-24T20:11:20Z
dc.date.available2019-08-05T17:54:54Z
dc.date.created2013-06-24T20:11:20Z
dc.date.issued2013-06-24
dc.identifierhttp://hdl.handle.net/2139/15707
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3008433
dc.description.abstractThis study sought to explore the relationship between mathematics teaching anxiety, and mathematics teacher efficacy and mathematics avoidance, among a small group of primary school teachers in Trinidad, by gender, age, and years of teaching experience. Data were collected from 68 participants who were selected using criterion-based selection. It was found that: 1) mathematics anxiety was not evident among participants; 2) higher anxiety was associated with lower efficacy and higher avoidance, 3) teacher variables did not significantly influence anxiety, avoidance, and efficacy, 4) older and more experienced teachers reported marginally higher anxiety and avoidance, but lower efficacy than younger and less experienced ones., and 5) female teachers reported marginally lower anxiety and avoidance, but higher efficacy than males
dc.languageen
dc.subjectMathematics teachers
dc.subjectPrimary school mathematics
dc.subjectPrimary school teachers
dc.subjectMathematics
dc.subjectAnxiety
dc.subjectMathematics education
dc.subjectConference papers
dc.subjectTrinidad and Tobago
dc.titleMathematics anxiety and the primary school teacher [PowerPoint presentation]
dc.typePresentation


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