Elizabeth Jackson


This paper outlines small scale research regarding mathematics anxiety and potential links to confidence and mathematics subject knowledge for primary teacher education (QTS) students in a HE institution, where the author is a Senior Lecturer in Primary Mathematics Education. The purpose is to establish the existence of such anxiety and related concerns, to determine implications for students’ achievement of government standards for the award of QTS. Investigation is carried out through review of theory and consideration of questions subsequently arising, linked to collection of qualitative data from an interview with a QTS student, and analysis via an interpretivist approach.