Teacher Education

Document Type

Book Chapter

Publication Date



Emerald Publishing Limited


The goal of this chapter is to gain a better understanding of the experiences of mathematics anxiety that some women elementary preservice teachers encounter while learning mathematics during their own K-12 years. Specifically, this chapter is an analysis of the personal well-remembered events (WREs) told and recorded by women during their preservice teaching professional sequence. These narrative writings provide a powerful voice for the degree to which mathematics anxiety shape preservice teachers’ beliefs on what it means to learn mathematics. This intersection of teacher knowledge is important, as these are women who are on the professional track to teach mathematics. The focused analysis for this chapter is aimed at ways in which teacher preparation programs could broaden current views of women who have anxiety and confidence issues in mathematics.

Chapter of

Crossroads of the Classroom

Part of

Advances in Research on Teaching, Volume 28


Vicki Ross
Elaine Chan
Dixie K. Keyes


This book chapter is © Emerald Group Publishing and permission has been granted for this version to appear here http://doi.org/10.1108/S1479-368720160000028005. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.

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