From numbers to narratives: Preservice teachers experiences’ with mathematics anxiety and mathematics teaching anxiety

This paper presents qualitative and quantitative approaches to exploring teachers’ experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anx...

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Bibliographic Details
Published in:School science and mathematics 2019-02, Vol.119 (2), p.72-82
Main Authors: Olson, Amy M., Stoehr, Kathleen Jablon
Format: Article
Language:English
Subjects:
Addition & subtraction
Anxiety
attitudes/beliefs
Classrooms
Education
Elementary Secondary Education
Learning
learning processes
Mathematical analysis
Mathematics
Mathematics Anxiety
Mathematics Instruction
Numbers
Preservice Teachers
Student Attitudes
Student Experience
Student teacher relationship
Student teachers
Students
Teacher education
Teachers
teachers and teaching
Teaching
Teaching methods
Test Anxiety
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Summary:This paper presents qualitative and quantitative approaches to exploring teachers’ experiences of mathematics anxiety (for learning and doing mathematics) and mathematics teaching anxiety (for instructing others in mathematics), the relationship between these types of anxiety and test/evaluation anxiety, and the impacts of anxiety on experiences in teacher education. Findings indicate that mathematics anxiety and mathematics teaching anxiety may be similar (i.e., that preservice teachers perceive a logical continuity and cumulative effect of their experiences of mathematics anxiety as learners in K–12 classrooms that impacts their work as teachers in future K–12 classrooms). Further, anxiety is not limited to occurring in evaluative settings, but when anxiety is triggered by thoughts of evaluation, preservice teachers may be affected by worrying about their own as well as their students' performances. The implications for preservice experiences within a teacher education program and for impacting future students are discussed.
ISSN:0036-6803
1949-8594
DOI:10.1111/ssm.12320