Abstract
This feasibility study investigated the efficacy of the Multidimensional Content-Based Mathematics Professional Development Project in attenuating math anxiety while ameliorating mathematics’ content knowledge. Data from 28 racially diverse female mathematics teachers from low-performing middle and high schools were analyzed by conducting a 2 X 2 repeated measures analysis of variance and polynomial regression analyses. Results indicated a 45.46% reduction in anxiety and a 45.61% increase in math content knowledge.
Keywords: Anxiety Reduction, Attenuating teachers’ math anxiety ameliorates math content knowledge, Math Content Knowledge, Partnerships, Professional Development
Article Review Status: Published
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