@article{9e0ab08b8a7645bba04d01ab7000f79a,
title = "Teacher Math Anxiety Relates to Adolescent Students{\textquoteright} Math Achievement",
abstract = "Elementary school teachers{\textquoteright} math anxiety has been found to play a role in their students{\textquoteright} math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students{\textquoteright} math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students{\textquoteright} perception that their teacher believes not everyone can be good at math and is not explainable by teachers{\textquoteright} usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students{\textquoteright} perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students{\textquoteright} math achievement and their perceptions of what their teacher believes about math.",
keywords = "math learning, mindset, teacher math anxiety",
author = "Gerardo Ramirez and Hooper, {Sophia Yang} and Kersting, {Nicole B.} and Ronald Ferguson and David Yeager",
note = "Funding Information: This manuscript uses data from the National Mindset Study (PI: D. Yeager; Co-Is: R. Crosnoe, C. Dweck, C. Muller, B. Schneider, and G. Walton), which was made possible through methods and data systems created by the Project for Education Research That Scales (PERTS); data collection carried out by ICF International; meetings hosted by the Mindset Scholars Network at the Center for Advanced Study in the Behavioral Sciences; assistance from C. Hulleman, R. Ferguson, M. Shankar, T. Brock, C. Romero, D. Paunesku, C. Macrander, T. Wilson, E. Konar, M. Weiss, E. Tipton, and A. Duckworth; and funding from the Raikes Foundation, the William T. Grant Foundation, the Spencer Foundation, the Bezos Family Foundation, the Character Lab, the Houston Endowment, Angela Duckworth (personal gift), and the President and Dean of Humanities and Social Sciences at Stanford University. This research was also supported by Grants R24HD042849, Population Research Center, and T32HD007081, Training Program in Population Studies, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health or other funders. Publisher Copyright: {\textcopyright} The Author(s) 2018.",
year = "2018",
month = jan,
day = "1",
doi = "10.1177/2332858418756052",
language = "English (US)",
volume = "4",
journal = "AERA Open",
issn = "2332-8584",
publisher = "SAGE Publications Inc.",
number = "1",
}