Preservice Special Education Teachers’ Experience of a Math Methods Course: An Examination of Perceived Anxiety and Self-Efficacy

Classroom teachers who are weak in mathematics are less effective at teaching this subject, and this weakness is not uncommon for special education teachers. Meanwhile, on average, students with disabilities score in the lower levels of student achievement in mathematics (NAEP, 2019). This deficit demonstrates relevancy and the need to explore how teacher self-efficacy, anxiety, and math instruction work together to impact student achievement. This qualitative study examines preservice teachers' (n = 3) perceptions of their ability to teach mathematics after taking a Math Methods course. The course centered on shifting their mathematical mindset through assigned readings, discussions, content and pedagogical instruction, and hands-on activities. Preservice teachers also applied strategies learned in the course within their field placement and reflected upon their students' growth over time, as well as their own progress as math educators. Qualitative questions were asked of the participants at the end of the course to investigate a potential decrease in anxiety and shift in their mathematical efficacy beliefs regarding teaching this subject.