Using critical incident technique to investigate pre-service teacher mathematics anxiety

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High level of mathematics anxiety in pre-service primary teachers affects both their current study, and their future teaching of mathematics. This paper proposed Critical Incident Technique as an appropriate research method, and reports how it was used in a teacher education course to increase pre-service primary teachers’ understanding of the impact of previous mathematics classroom experiences on their identities as learners and teachers of mathematics. The results also provided insights for teacher educators and teachers into strategies that could prevent or diminish their students’ mathematics anxiety. The discussion highlighted the need for teacher educators to be aware of the perspectives of PSTs, the importance of verbalisation and the sharing of emotions, and outlined recommendations for further research.


School of Education

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Conference Paper

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