%0 Journal Article
%T Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience?
%A Gina Gresham
%J Journal of Teacher Education
%@ 1552-7816
%D 2018
%R 10.1177/0022487117702580
%X Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Date revealed that all inservice teachers still experienced some degree of mathematics anxiety (p < .001). Results have implications for teacher education programs concerning the continued professional support of teachers, measurement of mathematics anxiety levels among pre- and inservice teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced
%K inservice education
%K mathematics teacher education
%K methods courses
%K preservice teacher education
%U https://journals.sagepub.com/doi/full/10.1177/0022487117702580