Abstract
This study analyzed the math anxiety levels of 53 elementary preservice teachers before and after a mathematics methods course. Additional information was gathered about factors that played a part in creating their math anxiety. Interviews were conducted with those showing the greatest math anxiety differences between pretest and posttest scores. The study showed that there was a significant reduction in the level of math anxiety at the end of the methods course. Factors causing the original anxiety centered around an emphasis on right answers, word problems, fear of making mistakes, timed tests, and confidence levels. Math anxiety levels were discussed with the preservice teachers at the end of the study. It is recommended that preservice teachers be made aware of their individual levels of math anxiety and learn ways of preventing their own negative dispositions toward mathematics from being transmitted to their future elementary students.
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