Kearns' research titled "Implications for elementary educators' abilities to accurately self-evaluate their mathematics teaching practices in relation to math anxiety levels" discusses the correlation and effects between high levels of female elementary school teachers and the fact that women tend to have higher anxiety levels when it comes to math.
Molly Kearns '19, an Honors Fellow, Lumen Prize winner and School of Education ambassador who is double majoring in special education and elementary education, recently presented her research at a national research conference in San Diego, California.
She presented her research on April 2 at the National Council of Teachers of Mathematics (NCTM) research conference. Her presentation explored elementary teachers' abilities to self-evaluate their math teaching practices in relation to their levels of math anxiety, as well as other demographic factors. Teachers from 40 states participated in a survey examining math anxiety, NCTM Teaching Practices, and beliefs. Findings were then compared to teaching practices within three case studies in North Carolina. We identify those math practices which are most difficult for teachers to self-reflect on and execute.
Kearns will present her research at the American Educational Research Association in Toronto, Canada later this month.