Teacher Education

Document Type

Article

Publication Date

1-22-2019

Publisher

John Wiley & Sons, Inc.

Abstract

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.

Comments

This is the peer reviewed version of the following article: Olson, A., & Stoehr, K. (2019). From numbers to narratives: Preservice teachers’ experiences with mathematics anxiety and mathematics teaching anxiety. School Science and Mathematics, 119(2), 72–82, which has been published in final form at https://doi.org/10.1111/ssm.12320. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

Available for download on Wednesday, January 22, 2020

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