From learning to teaching: A study of mathematics academic and pedagogical anxiety in prospective elementary education teachers

Abstract

Mathematics learning anxiety is a significant issue among prospective primary school teachers, yet it remains underexplored in teacher education. This study investigates the level of mathematics learning anxiety, its influencing factors, and its impact on teaching readiness. The study focuses on two types of anxiety: mathematics academic anxiety, which arises during learning or solving mathematical tasks, and mathematics pedagogical anxiety, which occurs when teaching mathematics to others. Final-year prospective primary school teachers participated in the study, with data collected through questionnaires and interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. Results revealed high levels of anxiety, particularly when understanding complex concepts like algebra and geometry, and when teaching, especially in situations requiring in-depth explanations or addressing challenging student questions. Key contributing factors include negative past experiences, such as difficulties in understanding mathematics during earlier education; teaching methods emphasizing rote memorization over conceptual understanding; societal stereotypes portraying mathematics as a subject for the gifted; low self-efficacy in mastering and teaching mathematical concepts; and insufficient social support from peers or lecturers. The impacts of this anxiety include avoidance of difficult topics, impaired communication during teaching, and suboptimal classroom management. This study highlights the need for targeted interventions to address mathematics learning anxiety and improve the preparedness of prospective primary school teachers in mathematics education.