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Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions

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Abstract

The objective of the present study was to examine the relationship between mathematics anxiety and the procedural and conceptual knowledge of fractions in prospective teachers. Thirty-two preservice teachers enrolled in an elementary mathematics methods course were administered the Revised Mathematics Anxiety Rating Scale (RMARS, Baloğlu, 2002). Procedural and conceptual knowledge of fractions was assessed with a validated paper and pencil test (Saxe, Gearhart, & Nasir, 2001) and with four additional problems created by the researchers. Results indicated that as mathematics anxiety scores increased, scores on the validated measure of procedural knowledge of fractions decreased. The same relationship was found between the RMARS and the validated measure of conceptual knowledge. The findings provide some insight on the cognitive and pedagogical factors associated with mathematics anxiety in the preservice teacher population, underscoring the importance of facilitating their proficiency in both mathematical procedures and concepts.

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Authors and Affiliations

  1. Department of Education, Concordia University, 1455 de Maisonneuve Blvd. Ouest, Education LB-579, H3G 1M8, Montreal, QC, Canada

    Vanessa Rayner & Helena Osana

  2. Lower Canada College, 4090 avenue Royal, H4A 2M5, Montréal, Québec, Canada

    Nicole Pitsolantis

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  1. Vanessa Rayner
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  2. Nicole Pitsolantis
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Rayner, V., Pitsolantis, N. & Osana, H. Mathematics anxiety in preservice teachers: Its relationship to their conceptual and procedural knowledge of fractions. Math Ed Res J 21, 60–85 (2009). https://doi.org/10.1007/BF03217553

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