The effect of a constructivist mathematics methods course on the level of mathematics anxiety in preservice early childhood teachers

Mathematics anxiety is defined as an irrational fear of mathematics that can range from a simple discomfort associated with numerical operations to a total avoidance of mathematics. Mathematics anxiety is said to have its roots in teaching and teachers (Vinson, 2001). Teacher candidates have mathematics anxiety and often score above average on the Mathematics Anxiety Rating Scale, MARS (Richardson & Suinn, 1972). Research indicates that the mathematics methods course is typically the last opportunity to influence preservice elementary teachers' attitudes towards mathematics. A mathematics methods course should be designed to build confidence, help alleviate mathematics anxiety, and promote effective teaching and learning (Harper & Daane, 1998). This study was designed to determine the effects of a constructivist mathematics methods course on the level of mathematics anxiety in preservice early childhood teachers; and specifically to consider which components of the course are most instrumental in bringing about such change.;The study included 41 early childhood preservice teachers enrolled in a mathematics methodology course at a private mid-western university. (For this study, early childhood is defined as age three through grade three.) Participants completed the Mathematics Anxiety Rating Scale, MARS, at the beginning of the semester, after the course component, and at the completion of their fieldwork. Kolmogorov-Smirnov test for normalcy of distribution was completed on each set of data. A paired samples test was completed. A significant difference was detected in the paired samples from the pre-test to the post-test, indicating that the mathematics methodology course was effective in reducing the level of anxiety among preservice elementary teachers.;Follow-up email questionnaires revealed that exposure to current, effective teaching strategies, materials, and manipulatives, and the applying of these components in lessons taught in the fieldwork reduced the level of anxiety in preservice elementary teachers.;This research supports the notion that mathematics methods courses that incorporate specific pedagogy and components as described in the Principles and Standards for School Mathematics (NCTM, 2000) reduce the anxiety level in preservice early childhood teachers.