The proving skill profile of prospective math teacher with high math ability and high math anxiety

Abstract

Math anxiety often affects students in performing mathematical tasks including the tasks of proving. This qualitative research was to explore the ability of prospective math teacher who have high mathematical ability but with high level of math anxiety in solving math proving problems. The subject of this research was one student of prospective math teacher. Data were collected through tests, assignments, questionnaires and task-based interviews with the researcher himself as the main instrument. The results of this study indicate that: the subject can modify the problem in the form of the theorem appropriately, the subject is less precise in establishing the hypothesis and conclusion, the method used is suitable and can be used to prove the theorem given; the subject can choose the strategy or the means used to implement the method appropriately, the subject is less accurate in formulating the assumptions, the ideas put forward are always equipped with adequate arguments, but the arguments presented are less systematic and logic.