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ERIC Number: EJ1061550
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-1839-7387
Investigating Rural Pre-Service Teachers' Mathematics Anxiety Using the Revised Mathematics Anxiety Scale (RMARS)
Wilson, Sue
Australian and International Journal of Rural Education, v23 n3 p1-12 2013
Engaging successfully in the modern technological society requires a command of mathematics. Hence, successfully engaging with mathematics has social, economic and political implications. There has been a history over a long period of time of significant numbers of people not forming productive relationships with learning mathematics. Failure in mathematics can have an impact that may extend far beyond the classroom. Mathematics anxiety leads to avoidance of mathematics, limiting opportunities for people to reach their full potential. Mathematics anxiety is an important research topic in the mathematics education community. Significant numbers of students come to their tertiary teacher education with limited mathematics understandings, and a pattern of avoidance and anxiety. International researchers of primary pre-service teachers report high levels of mathematics anxiety, low confidence levels to teach mathematics and low mathematics teacher efficacy. Pre-service primary teachers' mathematics anxiety affects their engagement with and future teaching of mathematics, as high levels of teacher mathematics anxiety can be perpetuated in classrooms (Martinez, 1987, Furner & Berman, 2005).
Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia