Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathematics (e.g. enjoyment or anxiety). Some achievement emotions are rather experienced in social contexts in mathematics and are closely…

This study aimed to understand graduate-level Elementary Preservice Teachers' (EPST) mathematical dispositions before, during, and after a graduate elementary math methods course taught through a rehumanizing, ambitious and equitable math teaching framework. In this study, EPSTs' dispositions included four constructs: math anxiety, math teaching…

Students with disabilities have scored well below their same-aged peers on national mathematics standardized tests for decades. This problem is compounded by special education teachers who lack strong content knowledge, experience math anxiety, and have poor self-confidence in their ability to teach math. This qualitative study explores three…

Many pre-service teachers suffer from mathematics anxiety which can lead to mathematics avoidance, poor mathematics performance, and the potential to pass on mathematics anxiety to their future students. More and more first-generation college students, who also suffer from math anxiety, are attending four-year universities and studying to be…

Preservice elementary school teachers are under ever increasing pressure to deliver quality mathematics instruction to their students. Mathematics anxiety and mathematics teacher efficacy are constructs that are commonly measured in preservice elementary school teachers and are used to help identify future challenges these preservice teachers…

The aim of the research is to examine preservice science and preservice mathematics teachers' mathematics anxiety and beliefs about the nature of mathematics, as well as to reveal whether they differ according to the teacher training program. Moreover, this study investigates whether there is a relationship between beliefs about the nature of…

Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student's maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some…

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills…

Many factors are known to affect mathematics education. The purpose of this quantitative, correlational study was to examine if there is a predictive relationship between Mathematics Self-Efficacy and Mathematics Anxiety and whether or not Mindfulness moderates this relationship in preservice teachers. Theoretical foundation for the study included…

This article describes how mathematics method courses could become opportunities for integrating preservice P-5 teachers' mathematics learning experiences to science, technology, engineering, and mathematics (STEM). I explore varying dynamics that impact preservice P-5 teachers' mathematics-STEM experiences and highlight how teacher educators…

The aim of this study was to investigate the effects of the strategy of coping with mathematics on math anxiety and achievement. From the population of teacher candidates in Turkey, a total of 255 students from one state university were recruited through a combination of convenience and purposive sampling and willingness to participate in the…

We present a validation study of fifteen new math anxiety scale items designed to augment the widely-used Revised Mathematics Anxiety Scale (RMARS). While the RMARS and other standard instruments measure students' anxiety in response to computation, test situations, and math course activities such as buying a textbook or watching a lecture, the…

Often pre-service early childhood and elementary teachers, many who are female, feel they are not good at math and appear uncomfortable at the prospect of teaching math. Given the influence pre-service teachers' attitudes toward math might have on their learning, as well as that of their future students, examining the precursors of mathematical…

The purpose of this study was to examine factors that may influence pre-service teachers' relationships with mathematics. Elementary pre-service teachers who were enrolled in a mathematics methods course (n = 52) wrote a letter to math and drew a picture of themselves learning math. The self-portraits were analyzed by a team of undergraduate…

Introduction: The possible presence of negative attitudes towards mathematics in preservice primary education teachers is a matter of concern if we consider that such attitudes will affect their university education and will have an impact on their future teaching practice. Method: Anxiety and self-confidence towards mathematics, as dimensions of…