Confident conversations

Abstract

Many preservice teachers (PSTs) suffer from math anxiety. This article addresses this phenomenon and offers a tool with concrete strategies to engage PSTs in conversations to build confidence and empower their future teaching. The objectives of the conversations include: (1) articulating beliefs about mathematics, (2) recognizing the impact of previous experiences with mathematical contexts; and (3) building confidence in understanding and applying mathematical concepts. Reflections from PSTs underscore the pivotal role of conversations within a supportive environment in reshaping beliefs about mathematics and addressing math anxiety in both present practice and future classrooms.