Breaking the Pattern: Confronting Math Anxiety in Future Teachers and Exploring Solutions
Disciplines
Education
Abstract (300 words maximum)
Math anxiety is a widespread issue that can most commonly be found in the lives of teachers and, more specifically, pre-service teachers. Previous studies have shown that pre-service teachers who suffer from math anxiety can negatively impact their students’ academic performance in math, transmit those feelings to students, foster math-avoidant tendencies, and ultimately feed into a decline of mathematical achievement. However, the programs designed to train future teachers often do not meet the mark when it comes to combating math anxiety or sufficiently preparing student teachers to teach math effectively. This study investigates how pre-service teachers define math anxiety, what strategies are available to address the issue, and the lasting impact it has on both their development and their future students. It adopts a unique perspective in efforts to fill knowledge gaps surrounding math anxiety in the lives of pre-service teachers, while simultaneously discovering ways to make positive changes that will impact the generations of teachers and learners to come. Pre-service teachers in U.S. teacher preparation programs were surveyed to gain a comprehensive understanding of their math anxiety. This was done using a lens that explores student perspectives from a variety of universities, stages of educational experience, and backgrounds. Survey results found that nearly 93% of pre-service teachers believe that math anxiety is a common issue for their peers that needs to be addressed. Other findings highlight that 80% of pre-service teachers desire more support from their college preparation courses. Specifically, 73% of pre-service teachers expressed a desire for courses that prioritize conceptual understanding, and 80% said they need help developing coping strategies for math anxiety. These results present a need for early intervention in teacher preparation programs in order to help reshape perspectives on mathematics in both future educators and their students.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Paula Guerra
Breaking the Pattern: Confronting Math Anxiety in Future Teachers and Exploring Solutions
Math anxiety is a widespread issue that can most commonly be found in the lives of teachers and, more specifically, pre-service teachers. Previous studies have shown that pre-service teachers who suffer from math anxiety can negatively impact their students’ academic performance in math, transmit those feelings to students, foster math-avoidant tendencies, and ultimately feed into a decline of mathematical achievement. However, the programs designed to train future teachers often do not meet the mark when it comes to combating math anxiety or sufficiently preparing student teachers to teach math effectively. This study investigates how pre-service teachers define math anxiety, what strategies are available to address the issue, and the lasting impact it has on both their development and their future students. It adopts a unique perspective in efforts to fill knowledge gaps surrounding math anxiety in the lives of pre-service teachers, while simultaneously discovering ways to make positive changes that will impact the generations of teachers and learners to come. Pre-service teachers in U.S. teacher preparation programs were surveyed to gain a comprehensive understanding of their math anxiety. This was done using a lens that explores student perspectives from a variety of universities, stages of educational experience, and backgrounds. Survey results found that nearly 93% of pre-service teachers believe that math anxiety is a common issue for their peers that needs to be addressed. Other findings highlight that 80% of pre-service teachers desire more support from their college preparation courses. Specifically, 73% of pre-service teachers expressed a desire for courses that prioritize conceptual understanding, and 80% said they need help developing coping strategies for math anxiety. These results present a need for early intervention in teacher preparation programs in order to help reshape perspectives on mathematics in both future educators and their students.