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Closing the Gender Gap: Increasing Confidence for Teaching Mathematics

By Gavrielle Levine

Abstract

National emphasis on STEM education highlights the need to reduce mathematics anxiety and increase confidence for teaching mathematics among elementary level teachers. Most elementary school teachers are female, and are responsible for introducing foundational mathematics concepts and attitudes to developing minds. Female teachers’ higher levels of mathematics anxiety (when compared with male teachers) have detrimental effects on student learning. In this study, pre-service elementary teachers enrolled in mathematics education courses increased their confidence for teaching mathematics and reduced their mathematics anxiety. At the beginning of the course, males were more confident than were females. At the conclusion of the course, while both males and females reported more confidence for teaching mathematics, females’ gains were larger and no gender differences were found

Topics: STEM, mathematics education, gender equity, pre-service mathematics teachers, math anxiety, Education
Publisher: OpenCommons@UConn
Year: 2013
OAI identifier: oai:opencommons.uconn.edu:nera_2013-1006
Provided by: DigitalCommons@UConn
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