Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement

This is the data package for the manuscript: Ramirez et al., 2019. https://doi.org/10.1177/2332858418756052 Abstract from Manuscript Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ 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’ perception that their teacher believes not everyone can be good at math and is not explainable by teachers’ 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’ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students’ math achievement and their perceptions of what their teacher believes about math.

本数据集为Ramirez等人2019年发表学术论文的配套数据包，论文DOI链接：https://doi.org/10.1177/2332858418756052。以下为该论文的摘要：已有研究表明，小学教师的数学焦虑会对其任教学生的数学学业表现产生影响。本研究则聚焦于教师数学焦虑与九年级学生数学学业表现之间的关联，以及该关联背后的中介机制。依托国家心态研究（National Mindset Study）的调查数据，本研究发现：教师数学焦虑水平越高，学生的数学学业表现越差。该关联可部分由学生感知到的"教师认为并非人人都能学好数学"这一认知所中介，且无法通过教师的数学教学可用知识予以解释。后续分析进一步显示，教师数学焦虑水平越高，其越倾向于减少以过程为导向（而非以能力为导向）的教学实践，而这类教学实践又会反过来影响学生对教师教学心态的感知。本研究认为，存在数学焦虑的教师及其所采用的特定教学策略，可能会塑造学生的数学学业表现，以及学生对教师所持数学教育观念的认知。