I AM STILL LEARNING, TOO!: PRE-SERVICE TEACHERS' EXPERIENCES OF MATHEMATICS ANXIETY IN AN INQUIRY-BASED MATHEMATICS EDUCATION COURSE AT UTRGV

Mathematics anxiety is a prevalent issue in mathematics education that negatively impacts students’ learning, performance, and engagement in mathematics. Prior research suggests that mathematics anxiety is often shaped by students’ experiences and emotional responses within the classroom environment. The purpose of this study is to explore how Pre-Service Teachers experience mathematics anxiety in an Inquiry-Based Mathematics Education (IBME) classroom. This study employed a qualitative research design supported by descriptive survey data collected through the Abbreviated Mathematics Anxiety Scale (AMAS), selected components of the Fennema-Sherman Mathematics Anxiety Scale (FSMAS), and semi-structured interviews. The survey instruments were used to provide descriptive background on participants’ levels of mathematics anxiety and their perceptions of teacher support, thereby contextualizing the interview sample. These survey results were not used for inferential analysis but instead served to frame and support the qualitative findings. Additionally, the survey data were used to interpret participants’ interview responses by examining how their reported experiences aligned with their measured levels of anxiety and perceptions. Findings identified five key themes that highlight the complex links between past experiences, emotional reactions, classroom interactions, and teaching practices. Additionally, although participants started with different levels of mathematics anxiety, participating in an IBME environment boosted confidence, reduced fear, and fostered more positive engagement with mathematics over time. This study offers insights for mathematics teacher education and instructional design, highlighting the importance of student-centered, inquiry-based methods in reducing mathematics anxiety.