Gender Differences in Mathematics Anxiety Among Preservice Teachers and Perceptions of Their Elementary and Secondary School Experience with Mathematics
Bibliographic record
Abstract
This study investigated experiential antecedents of mathematics anxiety and associations with gender among preservice student teachers. Participants were 357 students enrolled in the final year of a teacher education program. They responded to the Mathematics Anxiety Rating Scale (Richardson & Suinn, 1972) and a questionnaire to assess experience with mathematics in the elementary and secondary school together with attitudes toward mathematics and beliefs about the subject. Male and female participants did not differ informal mathematics achievement or the time elapsed since taking a mathematics course. Several gender differences were found in perceptions of school mathematics experience, and both men and women reported greater enjoyment of mathematics in elementary school compared with high school. Women expressed less positive beliefs about their use of, and intrinsic interest in, mathematics. Associations between mathematics anxiety and both perceptions of school experience and beliefs about mathematics were higher for women. Negative experience with mathematics in high school was an important precursor of mathematics anxiety, especially among women. Some implications for teacher education programs were reviewed; these emphasize the importance of both teachers' and peers' behavior, especially in the high school environment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.010 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".