Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience?

Participants and Setting

The 10 inservice teachers in this study participated in a prior study that investigated preservice teachers’ mathematics anxiety before and after a mathematics methods course.

Even though their preservice posttest scores indicated a decrease in their mathematics anxiety levels at the end of the study, those levels still remained significantly high. Therefore, 10 preservice teachers with the highest levels of mathematics anxiety were asked to participate in the current study to determine whether their mathematics anxiety still existed and/or exhibited any change after five inservice years in an elementary education setting and to determine, whether any, the cause(s) of the affected change.

As undergraduates, all 10 teachers were required to take college algebra, principles in statistics, one K-6 mathematics content course, and one K-6 mathematics methods course. Additional mathematics courses were available as optional electives, but no teachers involved in this study chose to enroll in further undergraduate college mathematics courses beyond what was required within the elementary education program. All 10 inservice teachers were female. Seven were Caucasian, two were African American, and one was Hispanic. Each held a K-6 teacher certification endorsement. Three teachers held a master’s degree in education and one was within weeks of graduating with a master’s degree in education. All graduate studies were completed at the same undergraduate institution. For clarification and distinguishing between the two studies, the methodology from the previous study (preservice) will be discussed followed by the methodology for the current study (inservice).

Preservice Teacher Study

The previous study involved preservice teachers while enrolled in a mathematics methods course during their junior year of undergraduate studies. Two data sources were used for this study: a paper and pen questionnaire and oral interviews. The Mathematics Anxiety Rating Scale (MARS) a 98-item, self-rating Likert-type scale developed by Richardson and Suinn (1972) was used as the pre/post quantitative instrument for this study. Administered either individually or to groups, each item on the scale represents a situation that may arouse mathematics anxiety by indicating not at all = 1, a little = 2, a fair amount = 3, much = 4, or very much = 5. The MARS has been demonstrated to be a valid test (p < .001) with which it correlates at a level of .97. The test–retest reliability for the instrument has been shown to range from .78 to .85 and internal consistency has been reported as .97. Possible scores range from 98 to 490. Mathematics anxiety may be elevated by the scaling of items with possible scores ranging from 98 to 490 with high scores indicating a high level of mathematics anxiety.

The elementary mathematics methods course placed extensive emphasis upon the reform vision of the NCTM. Each preservice teacher was heavily involved in learning to provide effective instruction through the five process NCTM Standards: (a) communication, (b) problem solving, (c) connections, (d) representation, and (e) reasoning and proof. The elementary mathematics methods course encompassed an investigative approach to teaching mathematics. The investigative approach follows the major tenets of the above NCTM Standards and “involves purposeful, inquiry-based, and meaningful instruction, fostering all aspects of mathematical power, a powerful disposition, the processes of mathematical inquiry, and understanding” (Baroody & Coslick, 1998, p. 27). The course was designed to help preservice teachers develop an understanding of mathematics, mathematics pedagogy, and children’s mathematical development; and to cultivate a positive disposition toward teaching mathematics and lessen preservice teachers’ mathematics anxiety. Throughout the course, preservice teachers were involved in professional readings, group discussions, and writing about the philosophical underpinnings of different approaches to teaching and learning with a focus on the role of the teacher and student. The goal of this exploration was to help preservice teachers understand the importance and strengths of an investigative approach to teaching. Much of the mathematical content and skills were explored through hands-on approaches and strategies through the use of manipulatives in the mathematics classroom. Careful attention was given to show preservice teachers that manipulatives are for the purpose of making meaning and demonstrating concepts and not for the sole purpose of getting correct answers. Instruction was also provided on the integration of children’s literature and technology. Active participation was encouraged as they worked in cooperative and whole groups for various assignments during the semester. Investigative lessons were modeled and discussed. Preservice teachers were required to design their own investigative lessons, which were presented to the members of the class. They were also required to design and implement activities and teach a minimum of four investigative lessons using manipulatives with children during their 12-week internship experience in the schools.

The qualitative methods of the study included informal observations of preservice teachers, questionnaire-guided narrative interviews, informal discussions, and interviews that were either initiated by the preservice teacher during or after class or by the professor (the researcher in this study). The interviews were usually in response to questions by preservice teachers regarding their own personal concerns, experiences, background, assignments, and mathematical teaching practices. Field notes and audio recordings of interviews and discussions were used and analyzed and decoded for emerging themes.

Inservice Teacher Study

For the current inservice study, the MARS was used as the quantitative instrument to determine inservice teachers’ current levels of mathematics anxiety. Despite the usefulness of the original scale, researchers have sought a shorter version of the scale partly to reduce the administration time of the original 98-item scale. However, because the 98-item scale was used in the preservice teacher study, the same scale was used. Inservice teachers’ scores were compared with their preservice teacher study posttest score to determine whether any change occurred and/or continued to be affected after 5 years teaching experience.

Informal observations, interviews, discussions, and questionnaire-guided narratives occurred. Interview questions (see Table 1) from Swars, Daane, and Giesen’s (2006) interview protocol were utilized and modified for both the preservice and inservice studies. The questions were developed and adapted based on items from the MARS and the Personal Mathematics Teaching Efficacy subscale of the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI). The interview questions and inservice teachers’ prior preservice comments were used to gather information regarding the perceptions of their own skills and abilities to teaching mathematics effectively as well as to how their mathematics anxiety may have affected these perceptions before and after teaching experience. Additional questions and variations were asked only as follow-up or clarification to teachers’ responses as needed. Field notes and audio recordings of interviews and discussions were used and analyzed.

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Table 1.

Interview Questions.

Do you believe or feel you teach mathematics effectively? Why or why not?

What are your feelings toward mathematics? Why?

What is your level of understanding kindergarten through sixth-grade mathematics concepts?

How did you determine this level of understanding?

How comfortable do you feel using manipulatives to teach mathematics lessons to students?

Why do you feel comfortable? Why do you not feel comfortable?

What do you do to help both low and high achieving students?

What are some ways you use to motivate students to learn mathematics?

Why did you choose these strategies?

Data Analysis

Descriptive and inferential statistics were used for the analysis of mathematics anxiety for both the preservice and inservice studies. Paired sample t tests were completed to consider differences between pre- and posttest anxiety levels from the preservice scores (prior study) and from the posttest–inservice test scores (current study). The posttest MARS score from the preservice study was subtracted from the inservice MARS score to reveal a difference in scores. A positive difference score meant that the inservice teacher’s mathematics anxiety actually increased after 5 years teaching experience. A negative score meant that the inservice teacher’s mathematics anxiety continued to decrease by that much.

The qualitative data were analyzed both individually and collectively using a grounded theory approach prescribed by Strauss and Corbin (1998). Microanalysis, a detailed line-by-line analysis to generate initial categories and suggested relationships among categories was also used. Selective coding processes were used to integrate categories to establish a generalized framework, with subsequent themes. Axial coding processes were then used for developed connections between a category and subcategory. Data were broken down by asking questions and then comparing similar incidents, which were grouped together and given the same conceptual label or category.

Quantitative Findings

Table 2 illustrates preservice teachers’ mathematics anxiety scores from the previous study. The MARS pretest/posttest comparison scores and gains revealed significant decreases in all 10 teachers’ mathematics anxiety from pre- to posttest after participating in a mathematics methods course. Even though their mathematics anxiety levels did decrease, their overall total MARS score remained significantly high, thus ranking them in the “high mathematics anxiety group” quartile. As a preservice teacher, Teacher 6 (−82) and 8 (−84) had significant decreases in mathematics anxiety levels during that study. Teachers 1, 2, 3, 4, 9, and 10 had a decreased range between −71 and −79. Teachers 3 and 7 had mathematics anxiety decreases of −61 and −68.

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Table 2.

MARS Preservice Pretest/Posttest Comparison Scores.

Teacher	Grade level	Preservice pretest score	Preservice posttest score	Gain
Teacher 1	First	331	260	−71
Teacher 2	Second	343	269	−74
Teacher 3	Second	273	212	−61
Teacher 4	Second	297	218	−79
Teacher 5	Third	328	250	−78
Teacher 6	Fourth	299	231	−82
Teacher 7	Fourth	296	228	−68
Teacher 8	Fourth	300	216	−84
Teacher 9	Fifth	275	202	−73
Teacher 10	Fifth	283	205	−78

Note. MARS = Mathematics Anxiety Rating Scale.

p < .005.

Table 3 shows the comparison of the preservice posttest–inservice test raw mean scores from the inservice teacher study. After comparing group means for the posttest and inservice scores, it was found that overall inservice teachers’ mathematics anxiety (although still highly prevalent) decreased slightly after 5 years teaching experience. Teachers 1 and 2 had the least mathematics anxiety reduction after 5 years teaching experience with a −09 and −08 decrease, respectively, thus maintaining a high anxiety grouping in both studies. Teacher 5 had the continued greatest reduction of mathematics anxiety with a −41 gain in scores. Teachers 3, 4, 9, and 10 had decreasing scores ranging between −13 and −16. Teachers 6 and 8 had a −27 decrease, and Teacher 7 had a −26 decrease in mathematics anxiety scores.

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Table 3.

MARS Inservice Comparison Scores.

Teacher	Grade level	Preservice posttest score	Inservice test score	Gain
Teacher 1	First	260	251	−09
Teacher 2	Second	269	261	−08
Teacher 3	Second	244	229	−15
Teacher 4	Second	238	223	−15
Teacher 5	third	250	209	−41
Teacher 6	Fourth	231	204	−27
Teacher 7	Fourth	228	202	−26
Teacher 8	Fourth	216	199	−27
Teacher 9	Fifth	202	186	−16
Teacher 10	Fifth	205	192	−13

Note. MARS = Mathematics Anxiety Rating Scale.

p < .001.

Qualitative Findings

All 10 teachers commented that their mathematics anxiety was consistently evident in their mathematics classroom throughout their 5 years teaching experience. Each identified daily struggles not only within themselves but also in their students. Even though Teacher 5 had significant decreases in scores in both studies, she expressed her lack of mathematical confidence during the early years of teaching in part due to her mathematics anxiety. She taught third grade but had recently submitted a formal written letter requesting a move to sixth grade. She asserted,

Seeing the material on a daily basis helped me learn the mathematics effectively and allowed me to address my mathematics anxiety and insecurities about teaching mathematics. I incorporated strategies and activities I learned in my undergraduate methods course and it helped both myself and my students immensely. I feel much more confident in the mathematics classroom now than I did when I first started teaching and I now want to move to a higher grade. (Teacher 5)

She also implied that continuing with higher education and obtaining a master’s degree in education “significantly enhanced her mathematical knowledge base and was a factor towards change in her mathematics anxiety.” She felt that the degree requirements for more mathematics classes “drove her to address her mathematics anxiety and to face what she really didn’t want to directly see with how mathematics anxiety played a negatively brutal role in her classroom.”

As evidenced by Teacher 5’s comments, her mathematics anxiety and lack of mathematical confidence and mathematics skills affected her classroom practices. Teachers 6, 7, and 8 (each earning a master’s degree in education by their fourth inservice year) also had significant decreases in scores after 5 years teaching experience. All three reiterated that additional mathematics courses (taken with the same professor as their undergraduate) and the required professional development mathematics workshops in their graduate program of study highly affected their attitudes, mathematics anxiety, and confidence within the mathematics classroom and improved their overall content knowledge. However, Teachers 5, 6, 7, and 8 (all four master’s teachers) expressed the need for “career long” mathematics professional development to continue strengthening their mathematics skills and effective mathematics teaching practices while specifically addressing and/or alleviating their mathematics anxiety in the process. The master’s teachers also posited that they were required to perform “action research” within their mathematics classrooms and reflect daily on their teaching practices. They indicated this research provided opportunities to reflect and change instructional teaching practices including addressing mathematics anxiety while empowering them to grow their professional roles and responsibilities. Each asserted that this type of research helped them define a more thorough inspection of both their effective and ineffective teaching practices. Teachers 3, 4, 9, and 10 (who did not have a graduate degree) expressed a strong need for further mathematics professional development and mentorship within their schools to help with their educational needs. They indicated this as one of the reasons their mathematics anxiety remained higher than they wanted or expected. However, each expressed they did not want to take additional mathematics courses as a way to address their mathematical deficiencies.

Interviews with Teachers 1 and 2 revealed that they felt more comfortable teaching the lower grades because they lacked confidence with the mathematical content to teach in the upper grades. Both teachers indicated such a strong “dislike and fear towards mathematics” that implementing effective lessons in the upper grades would be “intimidating and ineffective which would certainly negatively affect their students.” This disdain and fear is quite evident in Teacher 1 as she addressed her continued mathematics anxiety as “very overwhelming to the point of madness.” She asserted that teaching may not be a long-term profession for her, particularly if she is moved back to an upper grade. At her request, and because of her mathematics anxiety, she has been moved to several grade levels (fifth, fourth, and third) and finally first grade within her 5 years of teaching. Teacher 2 noted that she was hired to teach fifth grade initially, but after 3 weeks in the classroom realized her mathematics anxiety was too overpowering in this grade. Due to overcrowding, she was moved to second grade. She described this as “a blessing in disguise” because she was willing to leave the profession rather than continue teaching fifth grade. It is noted that teachers with the highest levels of mathematics anxiety taught in the lower grades and wished to remain there.

Even though all 10 teachers’ mathematics anxiety was still highly evident, all involved felt the teacher’s attitude toward the subject set the tone for students’ successful learning. Each felt their mathematics anxiety decreased as they gained more teaching experience and worked to employ a positive attitude in the classroom while hiding their negative feelings regarding mathematics. Teachers saw “themselves in their students” with relation to their own mathematics anxiety. They also emphasized how much they learned during the methods course and viewed the activities, strategies, and so forth that were incorporated within the methods course as ones currently employed within their mathematics classrooms, and which were beneficial in helping reduce their mathematics anxiety. All 10 teachers proved diligence in implementing lessons that were engaging and hands-on with real-world applications to spare their students the same angst they experienced while learning mathematics.

In the prior study, four themes emerged during preservice interviews that related to teachers’ perceptions toward the effectiveness in teaching mathematics to elementary students. These themes included attitudes toward mathematics, mathematics teaching practices, description, and understanding of mathematics. Inservice teachers were asked to read their preservice teacher comments to determine whether their prior perceptions regarding mathematics anxiety had changed. Their current comments were used to compare their thoughts after 5 years teaching experience. For interview comparisons and clarification of the two studies, all 10 teacher comments from the previous study will be restated and listed as “before” (preservice) and “after” (inservice). ¹

Attitudes Toward Mathematics

In the prior study, preservice teachers’ negative attitudes toward mathematics surfaced very quickly. All 10 teachers indicated they did not like mathematics and really struggled with the subject and their negative attitudes were still evident five inservice years later. Many inservice teachers’ statements described negative emotions with words such as “stressed,” “embarrassed,” “frustrated,” “fearful,” “discouraged,” and “struggling.” They associated these words directly with their personal mathematical experiences not only as a former student themselves but also as both a preservice and inservice teacher. Their words suggest confidence inadequacies in their ability to effectively reach their students both academically and emotionally and identify their well-entrenched beliefs about mathematics teaching and learning. Below are a few of their “before and after” comments.

Teacher 1:

Before

Ever since I was in elementary school I have hated math! Literally! I remember going home crying, not wanting to go to school, screaming at my mother for making me do my homework, stressing out over not knowing how to do it, and begging her to let me quit school. And all this by 5th grade! I always got sick during math class and could feel my blood pressure rise every day. This never stopped during my years in high school either. I know I had math anxiety, I know I hated math, and I know I never wanted to see it again once I graduated from high school. Now I’m trying to be a teacher and I still hate math. How will I be able to help my students if I hate it?

After

Looking at my previous comment is certainly an eye opener, particularly my last statement. When I asked to be moved to a lower grade I felt defeated. Some days I felt like I’d been thrown off a cliff. The horrible memories of my own math experiences surfaced as a teacher, particularly when I saw my students’ struggling and crying like I used too. Students’ crying is my fault so I work extremely hard not to let them know how much I hate math! I use manipulatives, hands-on activities, etc. to teach for understanding ’cause I don’t want them to be like me. I want to think I’m reaching everyone but sometimes I do second guess myself. While I think I’m doing a good job it’s been a terrible struggle. I know that my positive attitude does make all the difference. It’s just really hard to fake it all the time when I hate math so much.

Teacher 3:

Before

O.k . . . this is what I think about math . . . it’s like being on a tiny island all by myself and nowhere to run or yell for help! It stresses me out because I don’t think I will ever be rescued.

After

I actually laughed when I read my comment because I’m still on that d . . . island! My first year I thought I would die from all we had to do. Couple that with the stress of teaching math and I was blown away. I cried most days. By my second year, my negative math attitude was still there. I noticed so many students struggled that year because of me. I knew I had to change my attitude towards math because I set the tone for the day and it was negative. I constantly thought of all the ideas, strategies, and activities I implemented when I taught my preservice lessons and the class helped with my own math anxiety. However, I wasn’t doing what I knew worked! What was I thinking? That’s changed the last few years. I think implementing the strategies I learned and seeing my students be more successful has helped ease my stress in knowing that “I can do this math stuff and yes, they can do this math stuff!” Yes, I am still overwhelmed but I try not to let my students see or sense my frustration because it causes me more stress!

Inservice teacher comments below illustrate their fears for a lack of solid understanding of mathematical content and have linked this skepticism with experiences occurring within their field placement classrooms. Even though these events were not positive in their thinking, both inservice teachers expressed a much needed intentional change once they saw how their attitudes and frustrations affected their students. They reflected on the outcomes as having an effect, which required a change in their teaching practices through the implementation of the methods learned in the preservice experience. The existing classroom practices were explained as was the development of somewhat more realistic expectations for successful learning outcomes. Their comments are evident of their attempts to self-motivate and confidence build, while forging ahead with efforts to establish a more positive learning environment in spite of their mathematics anxiety, struggles, and frustration.

Teacher 4:

Before

I have dreamed about these big numbers chasing me. I know it’s funny, but I have awakened sometimes at night in a cold sweat when I knew I had to teach a lesson to my 6th graders. I have this fear that I won’t be able to answer their questions and then I’ll look really stupid in front of them. One student did ask me a question I didn’t know the answer too and I told him we would not discuss that right now. My supervising teacher freaked out. I know I missed a really teachable moment. I can’t get past this. I cried right in front of her. I hate math! I know my math anxiety is high because I answered all 5’s on the math anxiety test.

After

I still have nightmares about math! I’ve questioned whether or not I chose the right profession because I hate math. I felt like a fish out of water when it came to teaching math. I provided a workbook page or bunch of problems and said “do it.” It took a lot of reflection to figure out why that wasn’t working. I wasn’t modeling or integrating subject content effectively, using manipulatives or actively engaging my students in the learning process. I didn’t put them in small groups, use peer to peer . . . nothing! I do those things now and see a difference. I worked so hard to remember all I had learned and even contacted my former professor many times for advice and help with some of my struggles. I made it through my first and second years. By the third year, I started feeling a little better about my teaching practices and gaining a little confidence in that I was actually helping them learn rather than not. It wasn’t easier but I felt much more relaxed when I taught my math lessons. I hated math so much and still do but I don’t ignore my students when they have a question and I have to look over each day’s lesson more than once to be sure I don’t make any errors or tell them the wrong thing because I’ve done that before. I still get stressed out over the math and I teach 2nd grade! How embarrassing is that!

Teacher 9:

Before

When I hear the word math, I cringe! I hate it! I hate it! I hate it! And the sad thing is I know that my students are going to pick up on that fact. How in the world will I ever be able to be a good math teacher when I dislike it so much? I can tell my coordinating teacher doesn’t like it either because she never teaches it. I think she avoids it because she hates it like I do. Talk about math anxiety? You bet I’ve got that! I think my own kids do to. They hate math just like me!

After

I’ve made a lot of progress because I’ve had too! One day I was teaching a concept and literally cried in front of my kids because I didn’t get it either. When I expressed my disdain towards mathematics and my students’ witnessed my meltdown they immediately shut down and I lost them during math lessons for weeks afterwards. I know that seeing their teacher get frustrated with the math left a long lasting if not lifelong impression on them. Talk about “not doing that”! Well I did it! I’ve had to make myself move forward because my students expected me to be confident and knowledgeable enough to help them be successful. It’s so stressful!

Mathematics Teaching Practices

Interviews from both studies showed that the use of manipulatives, using problem-solving situations, and real-world experiences in the mathematics classroom was very important for teaching and motivating students to learn mathematics. This was a requirement for their investigative teaching experience lessons in their internship as a preservice teacher. They expressed the need for including these strategies for successful learning and how they would have used them anyway even if it was not required. As an inservice teacher, each reiterated the need to engage the student in the learning process rather than lecturing and showing step-by-step procedures, which typifies a more traditional teaching approach. Using manipulatives is beneficial in helping reduce and/or alleviate mathematics anxiety. Some of the teachers who commented below also indicated their mathematics anxiety becomes heightened when trying to introduce or use manipulatives within their mathematics lessons. Teacher 6 said she “becomes overwhelmed and frustrated” when introducing manipulatives. Teachers 5 and 7 stated their students show “frustration, shut down, and become angry” with the math when trying to use manipulatives. They also said their own mathematics anxiety “gets in the way” because they did not understand how to utilize manipulatives appropriately within their lessons.

Teacher 6:

Before

One student never wanted to do his work, would misbehave, and keep others from getting their work done. One day he asked me when they would see this stuff and I told him that was a good question. I asked him what time he got up in the morning, how much money he had for his lunch that day, and how much it was going to cost him for the field trip we were going on Friday? He just looked at me kind of puzzled. Then he looked at me and smiled. I was so excited and proud of myself! He is now the first one to get going on his work and wants to be involved in everything we are doing. He was struggling with multiplication and I brought in some manipulatives to help. Instead of misbehaving like he used to do, he got busy playing and trying to work the problems. I think he sees what he needs math for now.

After

Well, I’ve seen the gamut of behavior problems during math class. I learned quickly that when students fear math, find it arduous or boring, they will act out. I teach very high at-risk students and it is sometimes very difficult to relate the mathematics to their real-world when it is so limited. But, I have discovered that learning their interests and backgrounds and developing my math lessons around such has certainly increased their attention span and lessened my behavior problems. Even though they sometimes misbehave, as they become more involved they want to do more. When I bring in the manipulatives they seem much more engaged in the learning process. I used to become so overwhelmed and frustrated when introducing manipulatives because of my math anxiety but once I got my routine down and started doing these things daily, I saw such a difference in my teaching and in students emotionally and academically. I often share my ideas with colleagues because they too experience the same things happening in their classrooms.

Similarly, Teacher 5, Teacher 7, and Teacher 10 indicated the importance of “how” to motivate students to learn mathematics. Their comments also illustrate how the methods course affected their beliefs. Their focus is placed on the understanding of students thinking and students’ mathematical needs as being critical components of the instructional decisions needing to be made by teachers. There is emphasis on their skepticism regarding the learned methods and the need to bridge from concrete to abstract, addressing students’ attitudes toward mathematics, and using a variety of techniques such as problem-solving situations, simulations, discoveries, challenges, and games. Below are their “before and after” comments regarding their teaching practices.

Teacher 5:

Before

I know it is my job to get students excited and motivated to learn. I had some kids who had never even been to the mall. How can I relate a story about traveling when they haven’t even been to the mall down the street? I’ve got to motivate them by making math meaningful and relate it to what they know and enjoy. This is very hard to do sometimes and I struggled with it in the beginning when we were asked to teach the first lesson. Now I think I am much better at it. I certainly think I give it more attention than I would have before.

After

I learned effective teaching methods during my preservice days. However, when it came to teaching I sometimes struggled. I hated the math and my math anxiety screamed at me. My students weren’t getting it and I was not a good teacher because I wasn’t putting into practice what I learned to be effective. Once I began implementing the learned methods I saw immediate results; not only in my students’ behavior but in their overall academic achievement. I also think doing this increased my confidence which was a factor in my high anxiety levels. Huge lesson learned! I now use the manipulatives to motivate and teach, I relate it to their prior knowledge, and I bring in a variety of hands-on strategies to teach them the content so they learn it and learn it well. I hate it so badly for those I didn’t or couldn’t reach because of my own inadequacies.

Teacher 7:

Before

When teaching my lessons, I looked for ways to use manipulatives such as base ten blocks, colored counters, and geoboards to show students different ways to do the same thing. I actually think it enhanced my teaching and I know it helped them learn the material. I remember when I was in school the teacher never used manipulatives to teach us. She had them but never got them out of the box. I think students need to use them, they have so much fun working with manipulatives, and I really feel it gives them a better understanding of the skill I am trying to teach them. I don’t see how I can teach math without them. I think it would be so boring if we just gave out worksheet after worksheet. I have seen this done before so I know it’s boring.

After

It’s a little difficult to grasp that my 4th graders have very little to no experience with manipulatives. Their anxiousness is evident when introduced but subsides once they use them. I work extra hard to bring multiple representations, problem solving ideas, manipulatives, strategies, and activities to help ease their anxiety. I found it helps me be a better teacher as well and also lessens my own math anxiety. Students think math is much more fun and enjoyable with manipulatives.

Teacher 10:

Before

My internship teacher is a master at motivating her students. They seem to love her and become so engaged when she is before the class. I observe her all over the place in the classroom. There is so much going on and yet she knows what everyone is doing. She incorporates centers, small groups, group discussions, manipulatives, and so much more. I just hope I can do all she does and with the ease in which she does it.

After

I was in awe at all my internship teacher did. She made it look so darn easy! I find it really hard to motivate all students all the time. Students’ use of technology surpasses my own knowledge and I feel like I am constantly playing catch-up. Their personal issues can be very intense when they surface in the classroom. How can I effectively teach math when they come to school hungry, sleepy, or just don’t care. It is my responsibility to get my students motivated and excited about what they are learning and I will do that although my math anxiety sometimes gets in the way of that. It takes extra effort but I refuse to give up on myself and them. I use technology, peer-to-peer, large and small groups, positive praise, differentiation, journaling, real-life lessons, and hands-on strategies and activities. This isn’t all I do but the most important thing I’ve discovered is that students must be more actively involved and engaged in the lesson.

During the preservice study, one teacher stated that even though manipulatives were required for the lessons in the internship, she never saw her teacher use them to teach mathematics. As inservice, all 10 teachers, regardless of their level of mathematics anxiety, reiterated the importance of using manipulatives, engaging, and motivating students for successful mathematical learning. They also felt that using manipulatives contributed to lessening their own mathematics anxiety to some degree. Although a few inservice teachers stated they were unsure of their use as a preservice teacher and at the very beginning of their teaching careers, they felt that as time passed they became more comfortable with teaching and with incorporating manipulatives as an essential learning tool in the classroom.

Teacher 2:

Before

I don’t ever remember using manipulatives when I was in school. I remember my teacher giving us lots of worksheets or problems. It was horrible. During the math methods class, the instructor brought in all sorts of manipulatives. I freaked out and was so terrified at first, but after learning how to use them to help us teach, I actually started enjoying the math I was learning. It definitely eased my math anxiety. I see manipulative benefits.

After

I still don’t remember ever using manipulatives when I was in elementary school. I remember seeing them on shelves collecting dust. I learned so much in my undergraduate coursework on how to effectively use them and use them in my own classroom. However, on some days I know I don’t do a very good job of introducing math concepts and showing children how to use the manipulatives to help them reason and problem solve. I know it’s my own fault and I struggle. I see them freaking out like I did and I panic. It takes so much effort to teach and I realize the difficulty our students really go through. I sometimes go through it with them!

Teacher 8:

Before

I absolutely loved using manipulatives in class. I know that students will really do much better learning math if they can get hands-on instruction in class. I didn’t really need manipulatives when I grew up and didn’t use them for my first lesson. However, after using them in my other lessons I see how my students do need them to learn math. I will certainly have them in my own classroom.

After

When I started teaching I rarely used manipulatives because I didn’t need them. I thought all my students would be more like me since I was able to learn the material without them. But when I got my own classroom there was so much to cover I didn’t use them like I thought I would. When my students started struggling I realized that everyone doesn’t learn like me. Each student has a manipulative kit to use. It has made a world of difference not only in their thought process but in their attitudes and confidence with math. I am a true believer! I will say that having my own classroom has really been enlightening in that it takes a lot of work to teach but more importantly to know that each students’ needs vary greatly. I never realized how much effort it would require just to teach fractions.

Teacher 9:

Before

My teacher never used manipulatives to teach her lessons. She gave them a tear-out worksheet from their book and that was it. I started using manipulatives for all of my lessons and she watched. She commented to me how much fun the kids were having during my lessons. Funny thing is that she started using manipulatives after watching me teach. I saw a big difference not only in the kids but in her teaching as well. I actually think I taught her something instead of the other way around.

After

I was shocked when I started teaching 5th grade. I witnessed students’ struggle with math. I had one student get so frustrated he threw his things across the room. I knew he was exhibiting signs of mathematics anxiety and we talked about his frustration and why he wasn’t “getting it.” When he began using the fraction circles and tiles to represent his problems he grasped the idea very quickly! His whole attitude changed and his frustration levels decreased dramatically. It was really great for me and others to see the differences in their understanding and learning while working with manipulatives.

Teacher 10:

Before

Using manipulatives? Are you kidding me? I didn’t even know what those things were. The instructor showed us activities and how to teach math using them. I was completely lost at first but now love, love, love them. I just wish I had them when I was in school. I could have been so much better at math and not so afraid of it. You bet I will use them in class.

After

I have a whole new appreciation for manipulatives after being in the classroom. It didn’t take long to realize that my students respond both positively and negatively to my actions and to how the content is presented and represented. I’m finally enjoying what I do because I’m now understanding it more myself and bringing in new ways to teach it effectively. I do see that some kids don’t need manipulatives while others rely heavily. For some they know the answer but still need to confirm with manipulatives. I always tell them it’s ok and to do what works for them. It seems to ease their frustrations somewhat and really makes a huge difference.

Description and Understanding of Mathematics

As a preservice teacher, some described mathematics and their understanding of it in different ways. Although many attributed it to their ability to work hard, memorize material, and from positive experiences at home and school, others commented on the struggle to learn mathematics, lack of help from parents who had little knowledge of the mathematical content, and the challenge to meet their weaknesses in mathematics. As an inservice teacher, they not only reiterated the same thoughts but that “drill and kill” of mathematics content did not lead to mathematical understanding.

Teacher 1:

Before

I have gotten so frustrated doing math. I used to ask my parents for help and they couldn’t help me either. I felt like I had to do it all on my own. I was too embarrassed to ask questions in class and wouldn’t ask for help. Ever! That just made it much worse. I even have to count on my fingers sometimes. I understand some of it but it has taken a toll on me to say the least. Sometimes I feel like math is an uphill battle fighting in my brain.

After

If I am negative, do not understand or show confusion, my students follow me with the same reaction. I heard about this happening but to actually see it was totally different! I had to change my whole mindset when it came to math and increase my understanding of the content. Taking the methods course and learning about math anxiety and how it transfers from teacher to student made me realize it’s all up to me! Pressure? Yes! But I’m forced to reckon with my own mathematical inabilities.

Teacher 2:

Before

I don’t think I’ve ever really understood math. I know that sounds bad but I have struggled to understand how it all works. I want so bad to be a good teacher and to finish and graduate with good grades. I knew that I would eventually have to take the math course and I dreaded it because I just didn’t like math. It is my biggest weakness and my supervising teacher called me out on it with my first math lesson when I taught it. I didn’t get a good score and felt horrible ’cause I think I ruined the kids! I did a little better with the second one but still need a lot of improvement.

After

I learned so much in the math methods course. Even though my anxiety was extremely high, knowing I wasn’t alone helped. Learning how to use manipulatives, implement lessons, get immediate feedback, and observe other teachers teach including my professor was a huge help. My principal asks teachers every year what they feel they need the most and I ask for professional development for math particularly with lesson planning and working with struggling learners. Even though we (nearly 3/4 of our teachers) keep asking, we aren’t getting! I just feel like it will help. I want to keep learning how to teach the math effectively and work on my math anxiety but that in itself is frustrating when we feel what we need isn’t supported. Why ask us then?

Teacher 3:

Before

I used to worry about doing well in math. I never really did better than a “C” in school, but I tried hard. It just didn’t come easy to me. It was a real struggle for me because my brother and sister were so good at math. I felt like I was missing some math gene from my parents. I had to memorize everything but didn’t know what it really meant. As soon as the test was over, I forgot everything. I feel so bad for my students who are like me. It’s going to be such challenge for them if they are anything like me.

After

As time has passed and I’ve gained more teaching experience, I feel my math anxiety has lessened. I have become more confident in my abilities to deliver the material effectively without drilling them to death and I think I better understand my students’ thoughts and actions. I do witness many of them completely shut down due to their anxiety. I talk to them about my own issues with it and it does help. Although my first year was tough, I get to see the material more frequently and now know what’s coming. This not only helps me with my math anxiety but helps me predict what I perceive my students struggles may be. I know if I will have problems with the math then they certainly will. I sometimes feel it is a never ending battle.

From the inservice teacher interviews, several different themes emerged: the significance in taking the undergraduate mathematics methods course, how the methods course affected their instructional practices, how the mathematical practices learned within the course are the practices currently used in their classrooms, and the demands of teaching. Comments from all 10 teachers acknowledge and recognize teachers need deep knowledge of mathematics to be effective in their teaching and the importance of making meaningful contexts, which are constructed, connected, and applied to mathematical learning. They felt students must be actively engaged and students must be participating in the learning and understanding of mathematics.

Their comments show that such use would tend to promote problem-solving ability by providing a vehicle through which children can model real-world situations as illustrated in the methods courses. They stressed the importance of how manipulative materials can be effectively used as an intermediary between the real world and the mathematical world. In addition, their comments seem to suggest the methods course offered clarity about the precise way in which manipulative materials affect the development of mathematical concepts. Below are some of their final comments expressing the demands of teaching, their struggles with stress, and their desire to overcome it.

Teacher 1:

I would not be able to teach if I had not had that particular math course. Of all the courses I took that particular one stands out the most. The professor shared her mathematics anxiety experiences with us and I felt like I could relate to her immediately. If she can overcome, I can overcome. She explained the content and represented skills liked I’ve never learned before. She was hands-on and addressed our emotions immediately which was helpful not only as a student but now as a teacher.

Teacher 2:

The methods course gave meaning and understanding to the math—something I never knew existed. I wasn’t sure I could be a teacher because of my math fears but hearing the professor’s personal struggles, and seeing math in action make me think I have a chance.

Teacher 4:

I know the methods course was effective and all that I learned I have been using. My colleagues who did not go through the same undergraduate institution see the difference in how I teach versus how they teach the math. It really does make a difference in the undergraduate training we have received. I am a testament to that! I don’t like teaching math but I do it.

Teacher 6:

I’m asked to do a math workshop every year on the useful mathematics activities and strategies used in my own classroom. It’s really hard to comprehend that experienced teachers haven’t seen some of the practices, ideas, and strategies we learned in the methods class. I think offering additional professional development for all of us is very beneficial.

Inservice teachers expressed wrought with the challenges of teaching as an influence on their mathematics anxiety. Their understanding of the role of the teacher was incredibly flawed at times and coincided with their thoughts of inappropriate, incessant testing of students, and how it affected their mathematical learning. They felt unprepared and unsupported with the roles and responsibilities associated with the demands of teaching. Many expressed overwhelming concerns with paperwork, lesson planning, preparing materials, the environment, and management skills. They indicated teaching required a lengthy, ongoing commitment of time and energy. Several expressed lack of leadership support and isolation in the ability to express publicly their levels of mathematics anxiety for fear of losing their jobs. Some posited their isolation and fear to discuss their mathematics anxiety as a contributing factor to its continuous cycle. However, one indicated that additional professional development opportunities may help address and/or lessen their mathematics anxiety.

Teacher 3:

Teaching is 24/7. I’m here early, late, and work on weekends and support from both parents and our admin is limited, if it even exists at all. Gearing my lessons towards students’ mathematical abilities takes hard work and planning. My district focuses more on grade level teaching which is difficult for my at-risk students who often lack motivation, self-confidence, and struggle with simple tasks. I also want to express my own difficulties with the math but know that will not be well accepted. No one thinks teachers should experience issues with math content but we do. However, if you let admin know you have math anxiety or difficulties planning math lessons we are chastised. Not fun! I just want someone to listen to my frustrations because I think it would help lessen my anxiety. I know others have it too and want to ask for help but I can’t. It just keeps the math anxiety cycle rolling.

Teacher 7:

Teaching is hard! I had no idea it would be so mentally and physically exhausting. Couple that with the difficulties students have with the math and it’s overwhelming so I’ve learned to listen to my students. Knowing my students would have an emotional reaction to the subject was hard to conceive but I’ve seen it in older students. Both I and my colleagues have also had the same emotional reactions as my students. We only talk about it to each other because we are afraid of being fired. This only makes our math anxiety further rear its ugly head.

Teacher 8:

For myself, trying to gain traction and learn everything my first year only contributed to my stress and anxiety. I’m not sure how to fix this but my school did provide me with a mentor which really helped. While my district did offer some professional development it wasn’t specifically geared towards mathematics and I needed help with my math anxiety. I think having more professional development opportunities that are more subject specific would help us once we get our own classrooms. Having support is huge!

Teacher 9:

I began my first year as a 5th grade teacher. However, after a few weeks I realized I had made a terrible decision. Even though I was scared I would be let go if I told them I struggled with the math due to my math anxiety, I finally summoned the courage and asked for a lower grade. Fortunately, my school added a class and moved me to 2nd grade. I did that for two years and didn’t like that either. I realized my fears were a result of not wanting to teach the math and started implementing the math method ideas. For some reason I was ready for it and I started learning myself and addressed my anxiety. I actually asked to be moved back to 5th grade.

Teacher 10:

We have a high teacher turnover rate and profession change here. That’s sad considering the amount of money we put into college. We all have mentioned the same thing about the difficulty with teaching, particularly with having mathematics anxiety, but hesitate letting others know for fear of losing our jobs. It is so overwhelming and stressful with the numerous demands of testing and meeting specific standards quickly while speeding through the content because we have to keep moving. I can see how that could make or break you. I know I set the tone for the day with what I do, what I say, and how I react and respond. It never ends.