Mathematics teaching anxiety in novice teacher

• Published in: Journal of physics. Conference series Vol. 1511; no. 1; pp. 12039 - 12048
• Main Authors: Syuhada, N, Retnawati, H
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.03.2020
• Subjects: Addition & subtraction; Anxiety; Instructional aids; Mathematical analysis; Mathematics; Physics; Qualitative analysis; Qualitative research; Teachers; Teaching
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1511/1/012039

This study describes the causes, symptoms, and strategies in reducing anxiety experienced by novice teachers when teaching mathematics. This research was qualitative research with the descriptive explorative method. The data was collected using questionnaires and interviews. The subject was 13 math teachers in secondary schools in Riau, Kepulauan Riau, Sumatera Selatan, Jawa Tengah, and Jawa Barat. The data was analyzed by looking for themes and concluding relationships between themes to gain understanding. The findings are (1) novice teachers' mathematics teaching anxiety in secondary schools includes lack of materials mastery, confusion in choosing and applying learning strategies, and difficulty in managing classes, (2) the symptoms experienced by the teachers are vibrating hands, heart palpitations, cold sweat, inability to remember material well and tendency to avoid the learning process, (3) the strategies carried out by novice teachers to reduce the anxiety experienced include understanding learning materials, looking for strategies that are suitable for the material and using learning media as learning aids, and making seating arrangements for students and giving questions.