The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students

Abstract

One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience affect mathematics anxiety in pre-service elementary teachers. Another goal is to find out how the causes of their anxiety relate to these negative experiences. The participants were 167 senior elementary pre-service teachers. Three different instruments were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience Reflection Test, and Interview Protocol. The findings show that many pre-service teachers have mathematics anxiety and that the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety in pre-service teachers. Also, the majority of instances of participants’ mathematics anxiety are caused by the teachers, their behavior or teaching approaches in their past.

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Acknowledgements

I would like to thank Dr. Vehbi Aytekin Sanalan for her thoughtful comments and advice, which have really helped me through the writing of this paper. I would also like to thank Dr. Stephen J. Pape whose comments and feedback helped me with my earlier drafts.

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Correspondence to Mehmet Bekdemir.

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Bekdemir, M. The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educ Stud Math 75, 311–328 (2010). https://doi.org/10.1007/s10649-010-9260-7

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Keywords

  • Mathematics anxiety
  • Pre-service teachers
  • Worst experiences and most troublesome mathematics classroom experience