This article analyzes pre-service primary teachers’ written reflections using the Quality of Life conceptual framework, with its three domains of being, belonging, and becoming, as a lens to elucidate the concepts of identity and projective identity. Data collected via Critical Incident Technique were used to investigate the antecedents of mathematics anxiety as perceived and identified by pre-service teachers. When not addressed, high levels of mathematics anxiety in primary pre-service teachers’ affect their future teaching of mathematics and the achievement of their students. The results show that using the framework contributes to an understanding of primary pre-service teachers’ mathematics anxiety and its implications for their identity development. The article concludes with recommendations and practical implications.

中文翻译：

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通过高质量的生活框架理解职前教师的数学焦虑

本文使用“生活质量”概念框架来分析职前小学教师的书面思考，以其存在，归属和成为三个领域为视角，阐明身份和投射身份的概念。通过关键事件技术收集的数据用于调查职前教师感知和识别的数学焦虑的前因。如果不解决，小学学前班教师的高度数学焦虑会影响他们未来的数学教学和学生的成就。结果表明，使用该框架有助于了解小学职前教师的数学焦虑及其对他们身份发展的影响。本文最后提出了建议和实际意义。