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The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid‐size university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale. Mathematics Teaching Efficacy Beliefs Instrument, and clinical interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = ‐.440, p < .05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety.

The study investigated the relationship between elementary preservice teachers' mathematics anxiety levels and learning style preferences. Subjects included 72 preservice teachers at a midsized southeastern U.S. university who were at the end of their third year of study. The subjects completed the Mathematics Anxiety Rating Scale and the Style Analysis Survey (SAS). Scores obtained on the two instruments were analyzed using Pearson product‐moment correlations. Eleven of the SAS subscales were examined. The global subscale was the only one related to mathematics anxiety at the p < .05 level of significance. Findings revealed a low (r= .28) but significant (p < .05) positive correlation between mathematics anxiety and a global (right‐brain dominant) learning style. As global orientation scores increased, mathematics anxiety scores increased as well. This study indicated that there is tendency for global learners to possess higher levels of mathematics anxiety.

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