Confident conversations

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dc.contributor.authorEvan T. Robinson
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T20:00:22Z
dc.date.available2026-03-22T20:00:22Z
dc.date.issued2026
dc.description.abstractMany 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.
dc.identifier.doi10.52214/jmetc.v16i2.12490
dc.identifier.urihttps://doi.org/10.52214/jmetc.v16i2.12490
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/79422
dc.publisherTeachers College
dc.relation.ispartofJournal of Mathematics Education at Teachers College
dc.sourceSt. Francis Xavier University
dc.subjectPhenomenon
dc.subjectMathematics education
dc.subjectPsychology
dc.subjectPedagogy
dc.subjectMathematical practice
dc.subjectMathematical anxiety
dc.subjectTeaching method
dc.subjectBest practice
dc.subjectElementary mathematics
dc.titleConfident conversations
dc.typearticle

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