They were based heavily on Suinn & Winston’s (2003) 30-item Mathematics Anxiety Rating Scale and Bandura’s Teaching Efficacy Questionnaire. Participants completed adapted versions of MA and teaching efficacy scales (how effective a teacher feels their teaching to be) pre- and post-intervention. They discussed these incidents during four paired reflection sessions.įigure 1: The four dimensions of the knowledge quartet (KQ) Participants selected critical incidents from their lessons as either strengths or opportunities and matched them with aspects of the KQ’s four dimensions: Foundation, Transformation, Connection and Contingency (see figure 1). The theoretical framework they drew on in their reflections is called the ‘knowledge quartet’ (KQ) and is designed to facilitate both planning and reflection on maths teaching (Rowland et al., 2009). In my study, three teachers video-recorded themselves teaching maths in their primary classrooms on four occasions each over three months. Therefore, in 2018, I set out to explore how video-assisted, theoretically grounded reflection might reduce teacher MA (Cosgrove, 2018). Despite effective examples of MA-reducing interventions for pre-service primary teachers (Tooke & Lindstrom, 1998), none exist for their in-service counterparts. Pupil learning is negatively affected by teacher MA (Schaeffer at al., 2021), yet seldom does professional development address subject-specific issues like this (Strong & Baron, 2004). Worldwide demand for developments in science, technology, engineering and maths (STEM) have led many governments to aim to improve STEM education however, these efforts sometimes overlook the role of pupil and teacher attitudes, including maths anxiety (MA), in engagement with STEM (Foley et al., 2017). This post explores the need for professional learning development to reduce teacher maths anxiety, and follows up on a recent blog post about reducing pupil maths anxiety.
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