Developing maths-confidence in sixteen maths-anxious preservice student teachers

Liisa Uusimaki, Rod Nason

Research output: Book chapter/Published conference paperConference paperpeer-review

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Large numbers of primary preservice student teachers' in Australia lack confidence in their own mathematical abilities and skills when entering teacher education courses. This study investigated the development of maths-confidence in sixteen self-identified maths-anxious preservice student teachers. These students were engaged in the development of their mathematical repertoires within the context of a supportive computer-supported collaborative learning (CSCL) environment. The design of the Intervention Program used in the study was informed by a theoretical framework derived from the literature in the fields of learning environments, novel open-ended mathematical activities, computer supported collaborative learning, community of learners and negative beliefs about learning. The findings from this study indicate that the continuous support from their group members via the computer-mediated Knowledge Forum community, and the support they received from the researcher and facilitator within the non-intimidating workshop environments was crucial in the development of maths-confidence in these preservice student teachers.
Original languageEnglish
Title of host publicationAARE2004
Subtitle of host publicationDoing the public good
EditorsPeter L Jeffery
Place of PublicationAustralia
Number of pages11
Publication statusPublished - 2005
EventAustralian Association for Research in Education Conference: AARE 2004 - Brisbane, Australia, Melbourne, Australia
Duration: 01 Dec 200205 Dec 2002


ConferenceAustralian Association for Research in Education Conference

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