### Abstract

Original language | English |
---|---|

Title of host publication | Performing Educational Research |

Subtitle of host publication | Theories, Methods and Practices |

Editors | S Danby E McWilliam, J Knight J Knight |

Place of Publication | Brisbane |

Publisher | Post Press |

Pages | 225-236 |

Number of pages | 12 |

Edition | 15 |

ISBN (Print) | 1876682612 |

Publication status | Published - 2004 |

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### Cite this

*Performing Educational Research: Theories, Methods and Practices*(15 ed., pp. 225-236). Brisbane: Post Press.

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*Performing Educational Research: Theories, Methods and Practices.*15 edn, Post Press, Brisbane, pp. 225-236.

**The origins of pre-service primary education students' anxieties and negative feelings about mathematics.** / Uusimaki, Liisa; Nason, Rod.

Research output: Book chapter/Published conference paper › Chapter

TY - CHAP

T1 - The origins of pre-service primary education students' anxieties and negative feelings about mathematics

AU - Uusimaki, Liisa

AU - Nason, Rod

N1 - Imported on 12 May 2017 - DigiTool details were: publisher = Brisbane: Post Press, 2004. editor/s (773b) = E McWilliam, S Danby & J Knight; Issue no. (773s) = 15; Parent title (773t) = Performing Educational Research - Theories, Methods and Practices.

PY - 2004

Y1 - 2004

N2 - More than half of Australian primary teachers have negative feelings about mathematics (Carroll, 1998) This article reports results from the initial phase of a study that is investigating how pre-service primary teachers' negative beliefs about and anxiety towards mathematics can be overcome. In this phase, a sampe of eighteen self-identified mathematically-anxious third-year pre-service primary education students enrolled in a mathematics education curriculum unit were interviewed about the perceived origins of their anxiety about mathematics. The analysis showed that most of the participants' maths-anxiety began in primary school and was attributed to primary school teachers. Situations such as teaching mathematics or being evaluated in mathematics were noted as particularly stressful and mathematical subjects such as algebra, space and number sense were specifically identified as causing maths-anxiety. The paper concludes with a brief discussion about the implications of these findings for the ensuing phases of the overall study.

AB - More than half of Australian primary teachers have negative feelings about mathematics (Carroll, 1998) This article reports results from the initial phase of a study that is investigating how pre-service primary teachers' negative beliefs about and anxiety towards mathematics can be overcome. In this phase, a sampe of eighteen self-identified mathematically-anxious third-year pre-service primary education students enrolled in a mathematics education curriculum unit were interviewed about the perceived origins of their anxiety about mathematics. The analysis showed that most of the participants' maths-anxiety began in primary school and was attributed to primary school teachers. Situations such as teaching mathematics or being evaluated in mathematics were noted as particularly stressful and mathematical subjects such as algebra, space and number sense were specifically identified as causing maths-anxiety. The paper concludes with a brief discussion about the implications of these findings for the ensuing phases of the overall study.

M3 - Chapter

SN - 1876682612

SP - 225

EP - 236

BT - Performing Educational Research

A2 - McWilliam, S Danby E

A2 - Knight, J Knight J

PB - Post Press

CY - Brisbane

ER -