Mathematics Anxiety: A Timeline Approach to Understanding Preservice Teachers' Experiences of Learning to Teach Mathematics

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Abstract

The purpose of this study was to gain a better understanding of the issues that surround women elementary preservice teachers’ mathematics anxieties through the perspective of a timeline. These timelines revolved around the participants’ mathematics experiences of learning to teach mathematics during their teacher preparation program. These narrative writings provide a powerful voice for the degree to which mathematics anxiety can shape preservice teachers’ attitudes in this subject area as well as their ability to be successful in mathematics. In particular, the focused analysis for this paper was directed to impact elementary teacher preparation programs with a specific focus on women who have anxiety in mathematics.

Author

• Kathleen Jablon Stoehr, Santa Clara University