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