South Korean Elementary Teachers’ Anxiety for Teaching Mathematics

Rina Kim

doi:doi:10.11648/j.ijeedu.20140303.14

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South Korean Elementary Teachers’ Anxiety for Teaching Mathematics

Rina Kim

Published in International Journal of Elementary Education (Volume 3, Issue 3)

Received: 10 June 2014 Accepted: 22 June 2014 Published: 30 June 2014

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Abstract

The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.

Published in	International Journal of Elementary Education (Volume 3, Issue 3)
DOI	10.11648/j.ijeedu.20140303.14
Page(s)	71-80
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Anxiety for Teaching Mathematics, Educational Policy, Elementary Teacher, Teacher Education Program

References

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Rina Kim. (2014). South Korean Elementary Teachers’ Anxiety for Teaching Mathematics. International Journal of Elementary Education, 3(3), 71-80. https://doi.org/10.11648/j.ijeedu.20140303.14

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Rina Kim. South Korean Elementary Teachers’ Anxiety for Teaching Mathematics. Int. J. Elem. Educ. 2014, 3(3), 71-80. doi: 10.11648/j.ijeedu.20140303.14

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Rina Kim. South Korean Elementary Teachers’ Anxiety for Teaching Mathematics. Int J Elem Educ. 2014;3(3):71-80. doi: 10.11648/j.ijeedu.20140303.14

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@article{10.11648/j.ijeedu.20140303.14,
  author = {Rina Kim},
  title = {South Korean Elementary Teachers’ Anxiety for Teaching Mathematics},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {3},
  pages = {71-80},
  doi = {10.11648/j.ijeedu.20140303.14},
  url = {https://doi.org/10.11648/j.ijeedu.20140303.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140303.14},
  abstract = {The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.},
 year = {2014}
}

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TY  - JOUR
T1  - South Korean Elementary Teachers’ Anxiety for Teaching Mathematics
AU  - Rina Kim
Y1  - 2014/06/30
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140303.14
DO  - 10.11648/j.ijeedu.20140303.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 71
EP  - 80
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140303.14
AB  - The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.
VL  - 3
IS  - 3
ER  -

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Author Information

Rina Kim

Curriculum and Instruction, Boston College, Chestnuthill, United States

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Rina Kim. (2014). South Korean Elementary Teachers’ Anxiety for Teaching Mathematics. International Journal of Elementary Education, 3(3), 71-80. https://doi.org/10.11648/j.ijeedu.20140303.14

Copy | Download

ACS Style

Rina Kim. South Korean Elementary Teachers’ Anxiety for Teaching Mathematics. Int. J. Elem. Educ. 2014, 3(3), 71-80. doi: 10.11648/j.ijeedu.20140303.14

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AMA Style

Rina Kim. South Korean Elementary Teachers’ Anxiety for Teaching Mathematics. Int J Elem Educ. 2014;3(3):71-80. doi: 10.11648/j.ijeedu.20140303.14

Copy | Download

@article{10.11648/j.ijeedu.20140303.14,
  author = {Rina Kim},
  title = {South Korean Elementary Teachers’ Anxiety for Teaching Mathematics},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {3},
  pages = {71-80},
  doi = {10.11648/j.ijeedu.20140303.14},
  url = {https://doi.org/10.11648/j.ijeedu.20140303.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140303.14},
  abstract = {The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - South Korean Elementary Teachers’ Anxiety for Teaching Mathematics
AU  - Rina Kim
Y1  - 2014/06/30
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140303.14
DO  - 10.11648/j.ijeedu.20140303.14
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 71
EP  - 80
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140303.14
AB  - The researcher examined South Korean elementary teachers’ anxiety for teaching mathematics and what factors increase their anxiety levels. A translated and adapted version of the McAnallen Anxiety in Mathematics Teaching Survey was used to gather information on teachers’ anxiety for teaching mathematics and their background information. Based on statistical analyses (ANOVA and multiple regression model), I demonstrate in this study that South Korean teachers’ anxiety for teaching mathematics differs by educational level in mathematics education, certification level, and range of teaching experiences. In addition, the results of the data analysis demonstrated that teachers’ gender, educational attainment in general elementary education, and teaching experiences were not significant factors that affect South Korean elementary teachers’ anxiety for teaching mathematics. The findings of this study imply that elementary teachers’ anxiety for teaching mathematics might be decreased with teacher education programs in mathematics education. Implications include more studies are needed to examine the effects that teacher education programs in mathematics education.
VL  - 3
IS  - 3
ER  -

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