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Pre-service Elementary School Teachers’ Expectations about Student Performance: How their Beliefs are affected by their Mathematics Anxiety and Student’s Gender

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  • Francisco Martínez
  • Salomé Martínez
  • Alejandra Mizala

Abstract

Using a survey-experiment methodology we evaluate whether pre-service elementary school teachers’ expectations about students’ achievement, and beliefs about students’ need for academic support, are influenced by future teachers’ mathematics anxiety level or by gender and socioeconomic status of the student. We found that mathematics anxiety can negatively influence pre-service elementary school teachers’ expectations about students, and that participants assign lower expectations of future mathematics achievement to girls than boys. These two effects, however, appear to be strictly independent as we did not find statistically significant interaction effects between pre-service teacher’s mathematics anxiety and the expectations biases associated with student’s gender. Our results also suggest that mathematics anxiety could affect pre-service teachers’ capacity to develop inclusive learning environments in their classrooms.

Suggested Citation

  • Francisco Martínez & Salomé Martínez & Alejandra Mizala, 2015. "Pre-service Elementary School Teachers’ Expectations about Student Performance: How their Beliefs are affected by their Mathematics Anxiety and Student’s Gender," Documentos de Trabajo 310, Centro de Economía Aplicada, Universidad de Chile.
  • Handle: RePEc:edj:ceauch:310
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    1. Isabelle Archambault & Michel Janosz & Roch Chouinard, 2012. "Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics," The Journal of Educational Research, Taylor & Francis Journals, vol. 105(5), pages 319-328.
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    Cited by:

    1. Daria Nolkemper & Hasan Aydin & Michel Knigge, 2019. "Teachers’ stereotypes about secondary school students: the case of Germany," Quality & Quantity: International Journal of Methodology, Springer, vol. 53(1), pages 69-89, January.
    2. Alice Bertoletti & Marta Cannistrà & Melisa Diaz Lema & Chiara Masci & Anna Mergoni & Lidia Rossi & Mara Soncin, 2023. "The Determinants of Mathematics Achievement: A Gender Perspective Using Multilevel Random Forest," Economies, MDPI, vol. 11(2), pages 1-20, January.
    3. Ramón García-Perales & Ascensión Palomares-Ruiz, 2020. "Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes," Sustainability, MDPI, vol. 12(23), pages 1-15, December.

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      Keywords

      Pre-service Teachers; Teachers Expectations of Students; Mathematics Anxiety; Gender Bias; Survey-experiment Methodology;
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