Mathematical Resilience Conference 2024 - Folake Modupe

Mathematics anxiety: foundation phase student teachers’ experience
This study aims to ascertain the level of mathematics anxiety among student teachers in the foundation phase. Quantitative research methodology was applied in this study. A closed ended questionnaire is used to gather data for the study. In the study, 45 student mathematics teachers participated in the foundation phase. The sample for the investigation was chosen using purposeful sampling. Self-determination theory posits three universal
needs which must be met for people to function effectively: Autonomy, Relatedness, and Competence. These three concepts are the theoretical basis for this study as they are particularly relevant in understanding and addressing mathematics anxiety and in helping students to develop mathematical resilience. According to the study's findings, many students
worry about making mistakes when practising mathematics, and half of the respondents constantly worry that they do not know enough mathematics to succeed in subsequent mathematics classes. Furthermore, half of the respondents become tense and anxious when preparing for and writing a mathematics exam. However, many people still think they can excel in mathematics.
These findings demonstrated that student teachers have various degrees of mathematics anxiety, which affects their performance in, and poses obstacles to. studying mathematics. As a result, the study recommends introducing a maths intervention, such as GEOGEBRA or MATLAB software, which can assist and inspire the students to learn mathematics. This software is designed to be a precursor to developing resilience, thereby addressing the specific challenges of mathematics anxiety among student teachers.