مستوى قلق الرياضيات لدى معلمات الصفوف الثلاثة الأولى في الأردن

Mahmoud Mohamad  Al Dweri; Ibrahim Ahmad  El-shara

doi:10.35516/edu.v50i2 -S1.1527

Authors

Mahmoud Mohamad Al Dweri Department of Curriculum and Instruction, School of Educational Sciences, University of Jordan, Jordan https://orcid.org/0009-0007-9721-568X
Ibrahim Ahmad El-shara Department of Curriculum and Instruction, School of Educational Sciences, University of Jordan, Jordan

DOI:

https://doi.org/10.35516/edu.v50i2%20-S1.1527

Keywords:

Mathematics anxiety, the first three grades female teachers, mathematics instruction

Abstract

Objectives: This study aimed to investigate the level of mathematics anxiety among female teachers of the first three grades in Jordan.

Methods: The study utilized a mixed approach, combining quantitative and qualitative methods, to assess the mathematics anxiety experienced by female teachers. The sample included 450 female teachers from Amman, the capital city of Jordan. To achieve the study's objectives, the researchers developed a mathematics anxiety scale consisting of 37 items and an interview instrument, both of which were validated and tested for reliability.

Results: The study revealed that female teachers reported high levels of mathematics anxiety. Additionally, the results indicated no statistically significant differences (α=0.05) in the reported anxiety levels among female teachers based on their experience.

Conclusions: Based on the findings, the researchers recommend further investigation into the underlying causes of high mathematics anxiety among female teachers in elementary schools (first three grades) in Jordan. Additionally, they suggest the implementation of training programs for elementary school female teachers to enhance their mathematical teaching skills and reduce mathematics anxiety levels.

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