Date

3-10-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Lin Carver

Keywords

Instructional Visualization, Static Instructional Visualization, Dynamic Instructional Visualization, Middle School Teachers' Mathematics Anxiety, Mathematics Teaching Anxiety Scale

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this quantitative causal-comparative study was to determine if there is a significant difference in teachers' mathematics anxiety on the effect of instruction-based dynamic versus static visualization and gender among teachers in middle schools. This study is critical because it addresses policies and pedagogical practices that address mathematics anxiety among middle school teachers. The gender of teachers and the medium of instructional delivery play a crucial role in assessing these teachers' engagement and achievement in the United States educational system. The sample (n = 293) was composed of teachers, divided into groups based on their instruction method and gender that are the categorical independent variables. The independent variables of treatment are the instruction-based dynamic and static visualizations, and gender as assigned at birth. Data was collected using the Mathematics Teaching Anxiety Scale (MTAS), data collected was analyzed using a two-way ANOVA. Findings revealed that gender as assigned at birth was a significant predictor for mathematics teaching anxiety, with male teachers reporting more anxiety than female teachers, and the instructional visualization styles were not significantly associated with anxiety levels. Future research is necessary to comprehend how integrated affective–cognitive interventions, teacher identity processes, and contextual supports influence mathematics teaching anxiety over time, especially under different contexts and teacher training pathways.

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