Please use this identifier to cite or link to this item: https://knowledgecommons.lakeheadu.ca/handle/2453/2787
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dc.contributor.advisorRahim, Medhat
dc.contributor.authorKoeslag, Matthew John
dc.date.accessioned2017-06-07T19:57:06Z
dc.date.available2017-06-07T19:57:06Z
dc.date.created2004
dc.date.issued2004
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/2787
dc.description.abstractThe present study examines the feelings of pre-service teachers at the J/I level's towards mathematics and the teaching thereof. Two instruments were used to examine the samples' feelings towards mathematics. The Mathematics Anxiety Rating Scale (Suinn, 1972), a 98 item likert format questionnaire accompanied by 8 open-ended questions were used to firstly evaluate participants' mathematics anxiety, and, secondly, to expand on their comfort levels with regards to mathematics and to the teaching of mathematics. A total of 149 J/I pre-service teachers in their professional year were sampled 6om an Ontario university. The Mathematics Anxiety Rating Scale (MARS) revealed a low mean MARS score for all participants. Participants acknowledged the J/I mathematics instruction course a source for reducing their anxiety towards mathematics.
dc.language.isoen_US
dc.subjectMath anxiety
dc.subjectMathematics teachers (Psychology)
dc.subjectMathematics (Study and teaching, Psychological aspects)
dc.titleMathematics anxiety in pre-service junior/intermediate (J/I) students
dc.typeThesis
etd.degree.nameMaster of Education
etd.degree.levelMaster
etd.degree.disciplineEducation
etd.degree.grantorLakehead University
Appears in Collections:Retrospective theses

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