Document Type

Conference Proceeding




The purpose of this study was to understand mathematical content knowledge, anxiety, and efficacy for mathematics elementary school traditional and alternative certification preservice and in-service teachers. The teachers in this study were given mathematics content examinations and mathematics anxiety and efficacy questionnaires in reform-based mathematics methods. Additionally, teachers were required to keep reflective teaching and learning journals throughout the semester. It was found that there were increases in content knowledge and efficacy, but not anxiety levels, over the course of the semester. There were no differences between traditional and alternative certification teachers in content knowledge, anxiety, and efficacy.

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Education Commons