A Quantitative and Qualitative Study of Math Anxiety Among Preservice Teachers

Abstract

This project investigated the effects of a standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers. The qualitative portion of the study examined aspects of a math methods course that affected mathematics anxiety levels and the antecedents of mathematics anxiety. Findings revealed a significant difference (p.05) between pretest and posttest mathematics anxiety levels, indicating a decrease in mathematics anxiety from the onset of the mathematics methods course.

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