Reducing maths-anxiety: Results from an online anxiety survey

摘要

Large numbers of primary preservice student teachers’ experience maths-anxietyudand negative beliefs when entering teacher education courses. This studyudinvestigated the reduction of maths-anxiety in sixteen self-identified mathsanxiousudpreservice student teachers. These students were engaged in theuddevelopment of mathematical repertoires within the context of a supportiveudcomputer-supported collaborative learning (CSCL) environment. The design ofudthe Intervention Program used in the study was informed by a theoreticaludframework derived from the literature in the fields of learning environments,udnovel open-ended mathematical activities, computer supported collaborativeudlearning, community of learners and negative beliefs about learning and teachingudmathematics. A focus for this study will be the findings from the online anxietyudsurvey that allowed participants to self-monitor their feelings as they engagedudwith the various mathematical activities. The findings suggest that a significantuddecrease in participant maths-anxiety occurred as they became aware of theirudemotional state and feelings in relation to each mathematical activity