Abstract
The purpose of this research study was to examine the relationships between and among the conceptions of mathematics, mathematics teaching efficacy beliefs and mathematics anxiety of pre-service students with mathematics as their major subject (mathematics majors). Participants were 130 mathematics majors enrolled in a college of education in South West Nigeria. Internal consistency reliability coefficients from the administered self-report measure were acceptable for all scales. The analyzed results led to the following conclusions: (a) fragmented conceptions had positive associations with personal mathematics teaching efficacy, mathematics teaching outcome expectancy, mathematics evaluation anxiety and learning mathematics anxiety; (b) cohesive conceptions were positively associated with mathematics teaching efficacy; (c) positive associations were established between mathematics teaching efficacy and mathematics anxiety; (d) teaching efficacy and outcome expectancy were predictors of the concep...
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