ABSTRACT This study explores effects of teaching experience and specialized mathematics education on mathematics anxiety and mathematics teaching anxiety. Fifty-nine female pre-service and in-service mathematics primary school teachers with varied specialized mathematics education and teaching experience responded to a questionnaire measuring mathematics anxiety and mathematics teaching anxiety. The results illustrate that specialized mathematics education affects in-service primary school teachers’ mathematics anxiety, and that teaching experience is associated with mathematics teaching anxiety. Moreover, mathematics anxiety of some in-service primary teachers without specialization does not fade with time. The discussion highlights the importance of identifying mathematics anxiety in primary school teachers with no specialized mathematics education, aiming to lower it. The small sample and participants’ background limit the power of the findings. This study recommends conducting further studies according to the suggested mathematics anxiety cognitive-behavioral model; addressing cultural differences, teachers with and without specialized mathematics education, and comparing middle and secondary teachers.

中文翻译：

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在职和职前小学教师的数学焦虑和数学教学焦虑

摘要本研究探讨教学经验和专业数学教育对数学焦虑和数学教学焦虑的影响。拥有59名具有不同专业数学教育和教学经验的女职前和在职数学小学教师对测量数学焦虑和数学教学焦虑的问卷进行了答复。结果表明，专业数学教育影响在职小学教师的数学焦虑，而教学经验与数学教学焦虑有关。而且，一些没有专业化的在职小学教师的数学焦虑并不会随着时间而消失。讨论着重指出了在不进行专门数学教育的小学教师中识别数学焦虑的重要性，目的在于降低数学焦虑。小样本和参与者的背景限制了调查结果的力量。本研究建议根据建议的数学焦虑认知行为模型进行进一步研究。解决文化差异，接受或不接受特殊数学教育的老师，以及比较中，中学老师。