Browsing by Author "Mononen, Heidi"

The aim of this study is to investigate pre-service teachers’ math anxiety and to identify the characteristics of math anxiety. This study investigates as well the influence of math anxiety to formation of pre-service teachers’ mathematical identity and how math anxiety can be reduced during the teacher education. Studies have shown that math anxiety and negative attitude towards mathematics have become more common among of pre-service teachers. Earlier studies support the view how important it is to strengthen the mathematical identity of pre-service teachers and reduce their math anxiety, so that they would not transmit the negative attitude towards mathematics later on their pupils. This study is based on a literature review. Answers for the research questions were diversely search from literature, scientific articles and from central papers of the field. The aim of this study was to create an inclusive view of the field. On the basis of the results of this study, it can be concluded that early negative school experiences and false beliefs about learning and teaching mathematics influenced pre-service teachers’ math anxiety. Math anxiety was found to reduce pre-service teachers’ sense of capability as a mathematics teacher and influenced their teaching methods. The results show that strengthening of mathematical identity increased pre-service teachers’ self-confidence on their own abilities, affirmed positive attitude towards mathematics and reduced math anxiety. This study indicates that significance of teacher education is emphasized in formation of mathematical identity as the mathematics courses during the education are often the first point for the students to reflect more closely their own mathematical identity.