Kun matematiikan opettaminen ahdistaa
Opettajaopiskelijoiden näkökulmia
DOI:
https://doi.org/10.31129/LUMAT.13.1.2868Keywords:
matematiikka-ahdistus, matematiikan opettamisen ahdistus, opettajan minäpystyvyys, opettajaopiskelijatAbstract
Matematiikka-ahdistus on ilmiö, joka koskettaa paitsi matematiikan oppimista ja käyttämistä arjessa, myös sen opettamista. Pahimmillaan opettajan kokeman matematiikan opettamisen ahdistuksen seurauksena opetuksen laatu ja siten oppilaiden osaamistulokset voivat heikentyä. Tämän laadullisen tutkimuksen tavoitteena oli selvittää matematiikan opettamisen ahdistusta kokevien opettajaopiskelijoiden tunteita matematiikan oppimiseen ja opetukseen liittyen. Tutkimukseen seulottiin Mathematics Anxiety Scale for Teachers (MAST) -kyselyllä 23 opettajaopiskelijaa, jotka kokivat matematiikan opettamisen ahdistusta. Osallistujat opiskelivat erityispedagogiikan tutkinto-ohjelmassa, erillisissä erityisopettajaopinnoissa tai luokanopettajan tutkinto-ohjelmassa, ja heillä oli jo kokemusta matematiikan opettamisesta. Vastaukset kahteen avoimeen kysymykseen analysoitiin sisällönanalyysillä. Tulokset osoittivat, että monet opettajaopiskelijat olivat kokeneet omana kouluaikanaan haasteita matematiikan oppimisessa, ja oppiminen oli vaatinut ponnistelua tai tukea. Tämä näkyi negatiivisina tunteina, kuten ahdistuksena, jännityksenä ja pettymyksenä. Omalta kouluajalta löytyi myös positiivisia kokemuksia ja osa opiskelijoista koki matematiikan opiskelun mielenkiintoiseksi. Vastaajat kokivat matematiikan opettamisen nuorimpien oppilaiden kohdalla helpoksi ja mieluisaksi, mutta alakoulun ylimmistä luokista lähtien opettajan minäpystyvyys oli monilla matalaa. Opettajaopiskelijat kuvailivat myös jännityksen, ahdistuksen ja pelon tunteita virheiden tekemistä kohtaan. Selviytymiskeinoina opettamisen ahdistukseen esitettiin muun muassa huolellista ennakkovalmistautumista ja valmiiden opetusmateriaalien käyttöä. Johtopäätöksenä voidaan todeta, että matematiikan oppimiseen ja opettamiseen liittyviä tunteita on tarpeen reflektoida opettajankoulutuksessa ja osa opettajaopiskelijoista tarvitsee tukea sekä matematiikan opettamisen ahdistuksen lieventämiseen että matematiikan opettamisen minäpystyvyyden vahvistamiseen.
When teaching mathematics causes anxiety: The perspectives of preservice teachers
Mathematics anxiety is a phenomenon that affects not only learning and everyday use of mathematics but also its teaching. In the worst cases, anxiety related to teaching mathematics experienced by teachers can impair the quality of instruction and, consequently, students' learning outcomes. This qualitative study aimed to explore the emotions related to learning and teaching mathematics among Finnish pre-service teachers who experience anxiety in mathematics teaching. A total of 23 pre-service teachers were selected using the Mathematics Anxiety Scale for Teachers (MAST). Participants were enrolled in a degree program in special education, professional studies in special education, or a classroom teacher program, and all had prior experience in teaching mathematics. Responses to two open-ended questions were analyzed using content analysis. The results revealed that many pre-service teachers had experienced challenges in learning mathematics during their school years, often requiring extra effort or support. These difficulties were reflected in negative emotions such as anxiety, tension, and disappointment. However, some participants also reported positive experiences and had found studying mathematics interesting. Teaching mathematics to younger pupils was often described as easy and enjoyable, while teaching in the upper grades of primary school onwards was associated with low levels of teacher self-efficacy. Participants also reported feelings of nervousness, anxiety, and fear of making mistakes. Coping strategies for mathematics teaching anxiety included thorough lesson preparation and the use of ready-made teaching materials. In conclusion, the emotional aspects of learning and teaching mathematics need to be addressed in teacher education programs. Some pre-service teachers require support both in alleviating mathematics teaching anxiety and in strengthening their teacher self-efficacy in mathematics.
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