This paper presents two studies (qualitative and quantitative) with the shared goal of exploring preservice teachers’ (PSTs’) experiences of mathematics anxiety and self-efficacy for mathematics teaching. Findings indicate that PSTs experience high levels of mathematics anxiety, impacting current learning and preference for teaching the content, as well as the development of self-efficacy for teaching mathematics and conceptions of ideal teaching. Findings regarding anxiety (fear) of evaluation and concern about being able to inspire students in their future classrooms converged across studies.
Tonya Gau Bartell
Kristen N. Bieda
Ralph T. Putnam
Stoehr, K., & Olson, A. (2015). Can I teach mathematics? A study of preservice teachers’ self-efficacy and mathematics anxiety. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H Dominguez Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 948–951) East Lansing, MI: Michigan State University.