ISSN: 2222-6990
Open access
The present study is an attempt to analyze the Mathematical Anxiety among student-teacher of district Sukkur of Sindh Pakistan. The aim of study was to analyze the causes of mathematics anxiety among student teacher, and to examine the relationship between mathematics anxiety and avoidance to teach mathematics.
Keep in view the topic of present research the mixed methods approach was employed. The quantitative data gathered through surveys while the qualitative data collected through interview protocol to help elaborate on the quantitative data. The sample of study comprises of students of B.Ed. program of district Sukkur and another tool was interview protocol. Data were gathered with the help of an online survey which was completed by 50 student-teachers and follow up face-to-face interviews with five of them. Quantitative data was analyzed in percentages and for qualitative (interviews) data was analyzed by using thematic approach. The findings show that the huge number of student- teachers have mathematics anxiety due to bad experience in Mathematics classroom experience caused by the teacher’s traditional attitude and traditional strategies of teaching.
Recommendations are made to decrease the development of mathematics anxiety among the student- teachers and break re-occurring cycle of anxiety. Teachers can do away with student’s misconception while teaching mathematics by using interactive approaches of teaching. While teaching math’s, the focus of teacher should be students leaning not teaching. More focus should be on formative assessment in Math’s classroom. Math’s should be presented as an enjoyable subject rather than a difficult subject.
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In-Text Citation: (Mangi & Hussain, 2018)
To Cite this Article: Mangi, S., & Hussain, S. (2018). Analysis of Mathematics Anxiety among B.Ed. students: A Case Study. International Journal of Academic Research in Business and Social Sciences, 8(1), 100–116.
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