Taylor & Francis
Over the last 50 years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers' anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers' reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers' reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers' anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented were ones that increased pre-service teachers' anxieties for teaching mathematics, whereas other themes reflected aspects of the field experience that decreased anxiety for teaching mathematics. Based on the themes revealed in this study, suggestions for strategies and materials that could be developed for university mathematics methods courses are discussed. Novel perspectives for considering mathematics teaching anxiety, such as locus of control and future time perspective, are shared. (Contains 1 table and 1 figure.)
Brown, A., Westenskow, A., & Moyer-Packenham, P. (2012). Teaching anxieties revealed: Pre-service elementary teachers’ reflections on their mathematics teaching experiences. Teaching Education, 23(4), 365-385.