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What makes a person mathsphobic? a case study investigating affective, cognitive and social aspects of a trainee teacher’s mathematical understanding and thinking

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Abstract

The negative attitudes of some student teachers towards mathematics and the inadequacy of their mathematical backgrounds have been a concern of mathematics educators for many years. In an attempt to understand the interaction of cognitive and affective factors in mathematics learning, this paper presents a case study of one preservice early childhood/primary teacher education student’s experiences of learning mathematics. The study identifies issues which are of concern both to teachers and to teacher educators.

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Authors and Affiliations

  1. Royal Melbourne Institute of Technology, Australia

    Jean Carroll

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  1. Jean Carroll
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Carroll, J. What makes a person mathsphobic? a case study investigating affective, cognitive and social aspects of a trainee teacher’s mathematical understanding and thinking. Math Ed Res J 6, 131–143 (1994). https://doi.org/10.1007/BF03217268

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