| This project investigated (a) the effect of a Standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers, (b) the correlation between preservice teachers' mathematics anxiety levels and their learning style preferences, (c) the interaction among sensory and hemispheric learning style preferences and pre/post mathematics anxiety scores, (d) the aspects of the math methods course which affected mathematics anxiety levels, and (e) antecedents of mathematics anxiety.;Quantitative and qualitative methods were utilized. Subjects included 72 preservice teachers, classified as either junior or senior level undergraduates, enrolled in three sections of a mathematics methods course at Athens State University. Preservice teachers completed the Mathematics Anxiety Rating scale as a pretest and posttest. Subjects were also administered the Style Analysis Survey to identify learning style preferences. Twelve subjects who exhibited the greatest degree of change between pretest and posttest mathematics anxiety scores were selected for the qualitative portion of the study with equal representation from each of the three course sections.;Findings revealed a significant difference (p < .05) between pretest and posttest mathematics anxiety levels, indicating a decrease in mathematics anxiety from the onset of the mathematics methods course. Additionally, a low, but significant, positive correlation was found between mathematics anxiety and global learning style preferences. No significant interactions were determined between sensory preferences and pre- and post-mathematics anxiety scores. However, a significant interaction (p < .05) was found between hemispheric preferences and pre- and post-mathematics anxiety scores. Qualitative data revealed that certain elements of the mathematics methods course were instrumental in decreasing mathematics anxiety including (a) instructor's methodology, (b) field experience and peer group lessons, (c) instructor's disposition, and (d) classroom atmosphere. Certain elements were cited as responsible for increasing mathematics anxiety levels, such as course tests and manipulatives. Other findings revealed antecedents responsible for the onset of mathematics anxiety. These antecedents included (a) parental influences, (b) negative school experiences, (c) methodology employed by former mathematics teachers, (d) low math achievement, (e) test anxiety, (f) lack of confidence, (g) negative attitudes, (h) mathematics avoidance, and (i) mathematics background. |
