Publication Date

2011

Abstract

Pre-service primary teachers‟ mathematics anxiety affects their future teaching of mathematics. This makes them less likely to engage with mathematics, impacting on the attitudes and performance of their future students. Hence, teacher education is a crucial site for further research. Bibliotherapy, incorporated into a fourth-year pre-service teacher‟s action research during her final practicum, helped identify the impact of previous experiences on her mathematical identity. With each cycle of her action research, supported by the bibliotherapy process, the pre-service teacher was able to develop greater insight, leading to a more positive projection into her future as a teacher of primary mathematics.

Document Type

Open Access Conference Paper

Access Rights

Open Access

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