Nervous about Numbers, Math Content Knowledge and Math Anxiety of Teacher Candidates

This study analyzed the math content knowledge (MCK) and math anxiety (MA) levels of 99 elementary teacher candidates (TCs) before and 97 TCs after a math methods course. Through a mixed methods research design, MCK and MA were measured via quantitative instruments, while qualitative data was gathered through semi-structured interviews. Findings revealed a strong negative correlation between MA and MCK. A major factor that contributed to TCs’ anxiety was their perceived inadequate math knowledge. As TCs developed their MCK throughout the course, anxiety levels significantly decreased. Due to the interplay between MCK and MA, it is recommended that pre-service education programs implement mandatory math content courses designed to increase TCs’ MCK and confidence. This will promote increased math competencies and reduced math anxiety of future TC graduates