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ERIC Number: EJ883873
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-1033-2170
Mathematics Anxiety in Preservice Teachers: Its Relationship to Their Conceptual and Procedural Knowledge of Fractions
Rayner, Vanessa; Pitsolantis, Nicole; Osana, Helena
Mathematics Education Research Journal, v21 n3 p60-85 2009
The objective of the present study was to examine the relationship between mathematics anxiety and the procedural and conceptual knowledge of fractions in prospective teachers. Thirty-two preservice teachers enrolled in an elementary mathematics methods course were administered the Revised Mathematics Anxiety Rating Scale (RMARS, Baloglu, 2002). Procedural and conceptual knowledge of fractions was assessed with a validated paper and pencil test (Saxe, Gearhart, & Nasir, 2001) and with four additional problems created by the researchers. Results indicated that as mathematics anxiety scores increased, scores on the validated measure of procedural knowledge of fractions decreased. The same relationship was found between the RMARS and the validated measure of conceptual knowledge. The findings provide some insight on the cognitive and pedagogical factors associated with mathematics anxiety in the preservice teacher population, underscoring the importance of facilitating their proficiency in both mathematical procedures and concepts. (Contains 4 tables and 1 figure.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Mathematics Anxiety Rating Scale