Mathematics Anxiety and Conceptual Understanding among Prospective Elementary Teachers: A Mixed-Methods Study

Abstrak

This study employed an explanatory sequential mixed-methods design to examine the relationship between mathematics anxiety and conceptual understanding among elementary teacher education students. Quantitative analysis of 60 participants using Spearman’s rho and linear regression revealed a weak, non-significant negative correlation (r = −0.167, p = 0.203), indicating that mathematics anxiety did not significantly predict conceptual understanding. To explain these findings, qualitative interviews with 6 participants identified five themes: learning experiences, exam pressure, the impact of anxiety on learning, coping strategies, and expectations for teaching practices. Negative past experiences and exam pressure emerged as major sources of anxiety, while self-regulation and peer collaboration helped reduce its effects. The results suggest that mathematics anxiety influences conceptual understanding indirectly through self-efficacy and emotional regulation. These findings imply that teacher education programs should integrate emotional resilience training and supportive learning environments to help prospective teachers manage affective barriers and improve their readiness to teach mathematics effectively.

Kata kunci

• Mathematics Education
• Mixed Methods
• conceptual understanding
• math anxiety
• prospective teachers