An exploration of primary school teachers’ maths anxiety using interpretative phenomenological analysis

Journal article


Dove, Jane, Montague, Jane and Hunt, Thomas, E 2021. An exploration of primary school teachers’ maths anxiety using interpretative phenomenological analysis. International Online Journal of Primary Education.
AuthorsDove, Jane, Montague, Jane and Hunt, Thomas, E
Abstract

Primary school teachers are important in children’s learning of mathematics, and maths anxiety development has been partly
attributed to children’s classroom experiences (Das & Das, 2013). Maths anxiety was explored in UK primary school
teachers, with a view to understanding its development and impact. Data from four semi-structured individual interviews
were analysed using Interpretative Phenomenological Analysis (IPA), which facilitates a deeper knowledge of individuals’
personal experience. Three key themes emerged: “experiencing the psychological consequences of maths anxiety”, “social
influences” and “the consequences of experiencing maths anxiety as a teaching professional”. The findings contribute to our
understanding of the influence of maths anxiety on teachers and teaching practices.

KeywordsMaths anxiety, qualitative research, primary school teachers, experience of teaching.
Year2021
JournalInternational Online Journal of Primary Education
PublisherFinal International University
ISSN1300 – 915X
Web address (URL)http://hdl.handle.net/10545/625869
hdl:10545/625869
Publication dates30 Jun 2021
Publication process dates
Deposited09 Jul 2021, 16:27
Accepted14 May 2021
ContributorsUniversity of Derby
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