Abstract

This study aims to determine mathematics anxiety among foundation-phase student teachers. The method used in this study is a quantitative research approach. Data for the study was collected using a closed questionnaire, which linked to mathematics anxiety scales adapted from Betz. Forty-seven foundation-phase mathematics student teachers participated in the study. Purposive sampling was used to select the sample for the study. Data were analyzed using descriptive statistics to determine the mathematics anxiety levels of the student teachers. The differences in anxiety levels in mathematics between male and female foundation-phase student teachers were tested using a one-sample t-test. The findings of the study revealed that many of the students were nervous about making a mistake anytime they were doing mathematics; half of the respondents were always worried that they did not know enough mathematics to do well in future mathematics courses. In addition, most of the student teachers had moderate mathematics anxiety, while one-third had low and very few students had high levels of mathematics anxiety. A t-test showed significant difference between male and female students mathematics anxiety, with female student teachers showing lower mathematics anxiety than the male student teachers. These results showed that student teachers experience varying levels of mathematics anxiety, which impacts on their understanding in mathematics and is a barrier to learning mathematics. Therefore, this study suggests that there should be an introduction of mathematics intervention such as computer software for learning mathematics which can assist and motivate the students to learn mathematics.