Mathematics Anxiety in Pre-Service Elementary Teachers
Loading...
Date
2009
Authors
Oszadszky, Ilona
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study explored the impact of mathematics methods courses, including practicum
experiences, on the level of mathematics anxiety experienced by pre-service elementary teachers.
Participants included 99 first and second year students completing a teacher education program at a
university in Nova Scotia. Both quantitative and qualitative methods were used to collect data.
Mathematics anxiety was assessed using the Mathematics Anxiety Rating Scale-Short Version
(MARS-S) at the beginning and conclusion of a 12-week mathematics methods course. A short
questionnaire assessing the participants’ perceptions regarding the impact of the course and practicum
on their level of comfort with mathematics was also administered. Analysis of data revealed that a
large number of pre-service elementary teachers experience high levels of mathematics anxiety.
Furthermore, participation in a mathematics methods course and practicum contributed to a statistically
significant reduction in mathematics anxiety for pre-service teachers completing their first year of the
teacher education program (p < .05). There was no significant change in the level of mathematics
anxiety for the pre-service teachers in the second year of the program. Qualitative data indicated that
the majority of pre-service teachers perceived the mathematics course and practicum as having a
positive impact on their level of comfort with mathematics. The findings of this study have important
implications for professors and administrators in teacher education.
Description
Keywords
Mathematics anxiety , Pre-service Teachers , Mathematics methods