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2021-12
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Bernhardt_Honors.pdf
Adobe PDF, 152.48 KB
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In an age of STEM (Science, Technology, Engineering, and Mathematics), the relevance of
mathematical understanding and skill continues to increase across the country. It is becoming
more apparent that a large majority of students have developed anxiety that stems from doing
math in both academic settings and ordinary life. Despite the increasing awareness of math
anxiety, the overall negative feelings towards mathematics demonstrated by students of all ages
has stayed significant and is continuing to worsen. In collaboration with the education
department at the State University of New York at New Paltz, a group of preservice elementary
school teachers contributed accounts of their personal experiences with math anxiety during and
after their enrollment in two required math courses for those pursuing elementary education.
Surrey and interview data was collected from eight students attending the university, which offer
qualitative evidence of several causes of math anxiety that stemmed from past experience as well
as teaching methods used in the courses taught at SUNY New Paltz that lessened students’ math
anxiety and increased their mathematical confidence.
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