Saint Mary's College, Notre Dame, IN, USA.
Washington University in Saint Louis, Saint Louis, MO, USA.
Dev Sci. 2021 Jul;24(4):e13080. doi: 10.1111/desc.13080. Epub 2021 Jan 15.
A solid foundation in math is important for children's long-term academic success. Many factors influence children's math learning-including the math content students are taught in school, the quality of their instruction, and the math attitudes of students' teachers. Using a large and diverse sample of first-grade students (n = 551), we conducted a large-scale replication of a previous study (Proceedings of the National Academy of Sciences of the USA, 2010, 1860; n = 117), which found that girls in classes with highly math anxious teachers learned less math during the school year, as compared to girls whose math teachers were less anxious about math. With a larger sample, we found a negative relation between teachers' math anxiety and students' math achievement for both girls and boys, even after accounting for teachers' math ability and children's beginning of year math knowledge, replicating and extending those previous results. Our findings strengthen the support for the hypothesis that teachers' math anxiety is one factor that undermines children's math learning and could push students off-track during their initial exposure to math in early elementary school.
扎实的数学基础对于孩子的长期学业成功至关重要。许多因素会影响孩子的数学学习，包括学生在学校接受的数学内容、教学质量以及学生教师的数学态度。我们使用了大量的一年级学生样本（n=551），对先前一项研究（美国国家科学院院刊，2010，1860；n=117）进行了大规模复制，该研究发现，在高度焦虑的数学教师的班级中，女生在整个学年中学习的数学内容较少，而数学焦虑程度较低的数学教师班级中的女生则不然。通过更大的样本，我们发现，即使在考虑到教师的数学能力和儿童入学时的数学知识之后，教师的数学焦虑与学生的数学成绩之间仍存在负相关关系，这一结果既复制了先前的结果，也对其进行了扩展。我们的研究结果进一步证实了这样一种假设，即教师的数学焦虑是破坏儿童数学学习的因素之一，可能会在儿童刚接触小学数学时使他们偏离正轨。
