“Dear mathematics – I’m not a therapist, solve your own problems!” – a mixed methods examination of the effect of a pilot cognitive behavioural therapy intervention on the mathematics anxiety and mathematics teaching efficacy beliefs of pre-service primary school teachers in Ireland

Abstract

Background and Aims: Mathematics anxiety can have a debilitating effect on mathematics performance and is particularly high amongst pre-service teachers in comparison to other university students. Teachers’ mathematics anxiety has been established as a critical predictor of poor student mathematics performance and can be passed on from teachers to students, thereby perpetuating a cycle of mathematics anxiety and poor performance. The aim of this research is to evaluate the effectiveness of a pilot cognitive behavioural therapy intervention targeting mathematics anxiety and mathematics teaching efficacy beliefs of pre-service primary school teachers in Ireland. Cognitive behavioural therapy has previously been established as an effective intervention for mathematics anxiety amongst adolescents. It is hoped that the outcomes of this study will have far reaching positive effects and that it may benefit both the participants and the students that they teach. Sample: The sample comprised of four pre-service primary school teachers in a large teacher education college in Ireland. Methods: A within-subjects differential, convergent mixed-methods design was adopted, with qualitative and quantitative data collected both pre and post intervention. Quantitative data was analysed using dependent samples t-tests. Qualitative data was analysed using reflexive thematic analysis. The Consolidated Framework for Implementation Research was used to assess intervention implementation. Results: Quantitative results yielded a positive, yet insignificant difference in pre and post intervention mathematics anxiety. Qualitatively, three overarching key themes were identified, one pre intervention “How did we get here?”, and two post intervention “Adaptive Solutions” and “Room for Improvement”. Conclusions: Although no quantitatively significant differences were found, the qualitative aspect of this research provides rich detail on the experiences of mathematics anxiety amongst participants. This research contributes to ongoing dialogue on effective interventions, with the potential to positively influence the experiences of pre-service teachers and, ultimately, enhance mathematics education for future generations.