Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers

Shauna Mc Gill

doi:10.5281/zenodo.5601485

Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers

Shauna Mc Gill

Faculty of Arts, Humanities & Social Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Using the Technological Pedagogical Content Knowledge (TPACK) survey (Koehler & Mishra, 2008) and an Abbreviated Mathematics Rating Scale (AMARS, Richardson & Suinn, 1972) to measure the Technological Knowledge and Mathematics Anxiety of 30 Postgraduate (PGCE) Primary pre-service teachers, the exploratory case study highlighted several indicators of Mathematics Technological Anxiety. Although data was collected using a variety of quantitative and qualitative measures, only the quantitative findings are initially discussed in this paper. Pre and posttest statistical analyses revealed that although pre-service teachers’ mathematics anxiety levels significantly decreased by the end of the course, technological knowledge did not significantly improve. Additionally, the TPACK survey revealed that technological anxiety ensued when student teachers felt pressurized to utilize technology to improve their personal mathematics content knowledge

Original language	English
Title of host publication	MEI 8: Eighth Conference on Research in Mathematics Education in Ireland
Editors	PAUL GRIMES, MARY KINGSTON
Place of Publication	https://doi.org/10.5281/zenodo.5601485
Publisher	Dublin City University
Pages	268- 275
Number of pages	7
DOIs	https://doi.org/10.5281/zenodo.5601485
Publication status	Published (in print/issue) - 15 Oct 2021
Event	MEI 8: Eighth Conference on Research in Mathematics Education in Ireland - ONLINE Duration: 15 Oct 2021 → 16 Oct 2021 https://www.dcu.ie/instituteofeducation/conference-research-mathematics-education

Conference

Conference	MEI 8: Eighth Conference on Research in Mathematics Education in Ireland
Abbreviated title	MEI8
Period	15/10/21 → 16/10/21
Internet address	https://www.dcu.ie/instituteofeducation/conference-research-mathematics-education

Keywords

TPACK
Teacher Education
mathematics education
MATHS ANXIETY

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.5281/zenodo.5601485

Cite this

@inproceedings{49dc274d518644ac8abbe57f16209298,

title = "Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers",

abstract = "Using the Technological Pedagogical Content Knowledge (TPACK) survey (Koehler & Mishra, 2008) and an Abbreviated Mathematics Rating Scale (AMARS, Richardson & Suinn, 1972) to measure the Technological Knowledge and Mathematics Anxiety of 30 Postgraduate (PGCE) Primary pre-service teachers, the exploratory case study highlighted several indicators of Mathematics Technological Anxiety. Although data was collected using a variety of quantitative and qualitative measures, only the quantitative findings are initially discussed in this paper. Pre and posttest statistical analyses revealed that although pre-service teachers{\textquoteright} mathematics anxiety levels significantly decreased by the end of the course, technological knowledge did not significantly improve. Additionally, the TPACK survey revealed that technological anxiety ensued when student teachers felt pressurized to utilize technology to improve their personal mathematics content knowledge",

keywords = "TPACK, Teacher Education, mathematics education, MATHS ANXIETY",

author = "{Mc Gill}, Shauna",

year = "2021",

month = oct,

day = "15",

doi = "10.5281/zenodo.5601485",

language = "English",

pages = "268-- 275",

editor = "PAUL GRIMES and KINGSTON, {MARY }",

booktitle = "MEI 8: Eighth Conference on Research in Mathematics Education in Ireland",

publisher = "Dublin City University",

address = "Ireland",

note = "MEI 8: Eighth Conference on Research in Mathematics Education in Ireland, MEI8 ; Conference date: 15-10-2021 Through 16-10-2021",

url = "https://www.dcu.ie/instituteofeducation/conference-research-mathematics-education",

}

Mc Gill, S 2021, Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers. in PAUL GRIMES & MARY KINGSTON (eds), MEI 8: Eighth Conference on Research in Mathematics Education in Ireland. Dublin City University, https://doi.org/10.5281/zenodo.5601485, pp. 268- 275, MEI 8: Eighth Conference on Research in Mathematics Education in Ireland, 15/10/21. https://doi.org/10.5281/zenodo.5601485

Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers. / Mc Gill, Shauna.
MEI 8: Eighth Conference on Research in Mathematics Education in Ireland. ed. / PAUL GRIMES; MARY KINGSTON. https://doi.org/10.5281/zenodo.5601485: Dublin City University, 2021. p. 268- 275.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

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AU - Mc Gill, Shauna

PY - 2021/10/15

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N2 - Using the Technological Pedagogical Content Knowledge (TPACK) survey (Koehler & Mishra, 2008) and an Abbreviated Mathematics Rating Scale (AMARS, Richardson & Suinn, 1972) to measure the Technological Knowledge and Mathematics Anxiety of 30 Postgraduate (PGCE) Primary pre-service teachers, the exploratory case study highlighted several indicators of Mathematics Technological Anxiety. Although data was collected using a variety of quantitative and qualitative measures, only the quantitative findings are initially discussed in this paper. Pre and posttest statistical analyses revealed that although pre-service teachers’ mathematics anxiety levels significantly decreased by the end of the course, technological knowledge did not significantly improve. Additionally, the TPACK survey revealed that technological anxiety ensued when student teachers felt pressurized to utilize technology to improve their personal mathematics content knowledge

AB - Using the Technological Pedagogical Content Knowledge (TPACK) survey (Koehler & Mishra, 2008) and an Abbreviated Mathematics Rating Scale (AMARS, Richardson & Suinn, 1972) to measure the Technological Knowledge and Mathematics Anxiety of 30 Postgraduate (PGCE) Primary pre-service teachers, the exploratory case study highlighted several indicators of Mathematics Technological Anxiety. Although data was collected using a variety of quantitative and qualitative measures, only the quantitative findings are initially discussed in this paper. Pre and posttest statistical analyses revealed that although pre-service teachers’ mathematics anxiety levels significantly decreased by the end of the course, technological knowledge did not significantly improve. Additionally, the TPACK survey revealed that technological anxiety ensued when student teachers felt pressurized to utilize technology to improve their personal mathematics content knowledge

KW - TPACK

KW - Teacher Education

KW - mathematics education

KW - MATHS ANXIETY

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DO - 10.5281/zenodo.5601485

M3 - Conference contribution

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A2 - KINGSTON, MARY

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T2 - MEI 8: Eighth Conference on Research in Mathematics Education in Ireland

Y2 - 15 October 2021 through 16 October 2021

ER -

Primary mathematics technological anxiety: A mixed methods exploratory case study of primary pre-service teachers

Abstract

Conference

Keywords

UN SDGs

Access to Document

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