Publication Date

2011

Abstract

High level of mathematics anxiety in pre-service primary teachers affects not only their current study but also their self-efficacy, and their future teaching of mathematics, and hence the attitudes and performance of their future students. Bibliotherapy, incorporated into a pre-service teacher’s action research cycle during her final practicum, increased her understanding of the impact of previous experiences on her identity as a learner and teacher of mathematics, and produced insights into strategies that could address her mathematics anxiety. With each cycle of her action research, supported by the bibliotherapy process, the pre-service teacher was able to develop greater insight, eventually leading to a more robust projection into her future as a teacher.

Document Type

Conference Paper

Access Rights

ERA Access

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