| The purpose of this study was to determine whether a mathematics methods course could change preservice elementary teachers' (a) beliefs about the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, and (b) level of mathematics anxiety. Also, this study sought to determine the factors that contributed to the preservice teachers' mathematics anxiety,;Quantitative and qualitative methods were employed in this study of 53 preservice elementary teachers who were enrolled in an elementary mathematics methods course. Each subject completed four instruments: (a) the Standards Beliefs Instrument administered as a pretest and posttest, (b) the Mathematics Anxiety Rating Scale administered as a pretest and posttest, (c) the Factors Influencing Mathematics Anxiety survey, and (d) the Methods Course Reflections scale. Also, at the conclusion of the methods course, 11 of the subjects were interviewed.;Results of the data indicated that at the completion of the elementary mathematics methods course, (a) the beliefs about the Standards of the preservice elementary teachers agreed significantly more with the Standards than at the beginning of the course, and (b) the preservice teachers' level of mathematics anxiety had decreased significantly from the beginning of the course. Aspects of the elementary methods course that positively influenced the subjects' beliefs about the Standards were (a) the way in which the course was taught, (b) the field experience, and (c) certain class assignments. The aspects of the course decreasing mathematics anxiety included (a) the way the course was taught, including cooperative learning and using manipulatives, and, (b) the field experience. Factors from the subjects' past mathematics courses that increased their mathematics anxiety included (a) the way the mathematics was taught, and (b) specific episodes in their mathematics classes.;Results indicated that certain pedagogical practices of mathematics teachers increase their students' level of mathematics anxiety. However, when the pedagogical practices suggested in the Standards are advocated and modeled by an instructor, the result is a decrease in students' level of mathematics anxiety, as well as a positive change in their beliefs about the NCTM Standards. |
