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A Study Of Mathematics Anxiety in Pre-Service Teachers

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Abstract

The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of a mathematics method courses for early childhood/elementary education pre-service teachers. The changes were a function of using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Data were collected using quantitative and qualitative measures. Two hundred forty-six pre-service teachers completed a 98-item Likert-type survey. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted with pre-service teachers. Data revealed a statistically significant reduction in mathematics anxiety in pre-service teachers (p < .001) who completed a mathematics methods course that emphasized Bruner’s model of concept development. Results of the study have implications for teacher education programs concerning how future teachers are trained, the measurement of mathematics anxiety levels among pre-service teachers, and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.

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Author information

Authors and Affiliations

  1. Teaching and Learning Principles, University of Central Florida, P.O. Box 161250, Orlando, FL, 32816-1250, USA

    Gina Gresham PhD

Authors
  1. Gina Gresham PhD
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Correspondence to Gina Gresham PhD.

Appendices

Appendix A

Strategies from NCTM (2000)

  • Remove the importance of ego from classroom practice

  • Make mathematics relevant

  • Allow for different social approaches to learning mathematics

  • Emphasize the importance of original, quality thinking rather than rote manipulation of formulas

  • Characterize mathematics as a human endeavor

  • Let student share some input into their own evaluations

  • Design positive experiences in mathematics classes

  • Accommodate for different learning styles

  • Emphasize that everyone makes mistakes in mathematics

Appendix B

Statement Examples from MARS (Richardson & Suinn, 1972)

Does the following make you anxious?

  1. 1.

    Figuring out a simple percentage, like the sales tax on something you buy.

  2. 2.

    Being asked to add up 976 + 777 in your head.

  3. 3.

    Figuring out your grade average for last term.

  4. 4.

    Signing up for a mathematics course.

  5. 5.

    Studying for a mathematics test.

  6. 6.

    Taking a mathematics quiz.

  7. 7.

    Having a friend try to teach you how to do a math problem and finding out you cannot understand what is being said.

  8. 8.

    Having someone watch over you as you add up a column of numbers.

  9. 9.

    Listening to another student explain a math formula.

  10. 10.

    Looking through the pages of a math textbook.

  11. 11.

    Working on an income tax form.

  12. 12.

    Raising your hand in a math class to ask a question about something you do not understand.

  13. 13.

    Reading the word “Statistics.”

  14. 14.

    Figuring the sales for something that costs more than $1.00.

  15. 15.

    Reading and interpreting graphs or charts.

Appendix C

Interview Questions

  1. 1.

    What do you think when you hear the word mathematics?

  2. 2.

    For me, mathematics is most like...?

  3. 3.

    How do you feel about mathematics?

  4. 4.

    How confident do you feel when asked to perform mathematics problems?

  5. 5.

    How confident do you feel when teaching mathematics?

  6. 6.

    Describe your most memorable teaching moment while teaching mathematics during your internship. Why does this stand out in your mind?

  7. 7.

    Describe your feelings when teaching mathematics.

  8. 8.

    Do you perform well in mathematics?

  9. 9.

    What do you think contributed to your mathematics anxiety?

  10. 10.

    What contributed to your decrease/increase in mathematics anxiety level?

  11. 11.

    Do you feel class discussions have helped you this semester? Why or why not?

  12. 12.

    Did this course help you address your mathematics anxiety? How? Why or why not?

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Gresham, G. A Study Of Mathematics Anxiety in Pre-Service Teachers. Early Childhood Educ J 35, 181–188 (2007). https://doi.org/10.1007/s10643-007-0174-7

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  • DOI: https://doi.org/10.1007/s10643-007-0174-7

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