Mathematics Education Research Journal

, Volume 21, Issue 3, pp 60–85 | Cite as

Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions

  • Vanessa Rayner
  • Nicole Pitsolantis
  • Helena Osana


The objective of the present study was to examine the relationship between mathematics anxiety and the procedural and conceptual knowledge of fractions in prospective teachers. Thirty-two preservice teachers enrolled in an elementary mathematics methods course were administered the Revised Mathematics Anxiety Rating Scale (RMARS, Baloğlu, 2002). Procedural and conceptual knowledge of fractions was assessed with a validated paper and pencil test (Saxe, Gearhart, & Nasir, 2001) and with four additional problems created by the researchers. Results indicated that as mathematics anxiety scores increased, scores on the validated measure of procedural knowledge of fractions decreased. The same relationship was found between the RMARS and the validated measure of conceptual knowledge. The findings provide some insight on the cognitive and pedagogical factors associated with mathematics anxiety in the preservice teacher population, underscoring the importance of facilitating their proficiency in both mathematical procedures and concepts.


Preservice Teacher Prospective Teacher Mathematical Knowledge Conceptual Knowledge Procedural Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Mathematics Education Research Group of Australasia Inc. 2009

Authors and Affiliations

  • Vanessa Rayner
    • 1
  • Nicole Pitsolantis
    • 2
  • Helena Osana
    • 1
  1. 1.Department of EducationConcordia UniversityMontrealCanada
  2. 2.Lower Canada CollegeMontréalCanada

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