Previous studies of prospective elementary mathematics teachers’ mathematics anxiety have documented that many prospective teachers often worry about managing their repeated experiences of anxiety while developing their pedagogical and content knowledge to teach mathematics. The literature further indicates the importance of developing learning opportunities for prospective teachers to confront their past experiences while they (re)learn and learn to teach mathematics during methods courses. This study is situated within one such learning opportunity and seeks to analyze potential mathematics anxiety coping strategies generated by forty-eight prospective elementary teachers enrolled in a mathematical methods course. Written responses generated by the prospective teachers were subjected to qualitative thematic analysis to identify patterns of key ideas related to lesson planning for content they felt anxious and/or not confident about teaching and patterns focused on episodes of mathematics anxiety they might experience in the moment of teaching mathematics. Findings indicate that prospective teachers envision using between two and seven strategies grouped across eight coping strategy themes when given the opportunity to reflect on how they might deal with future instances of anxiety when they are tasked with teaching mathematics to their students. We highlight how some of the coping strategies that the prospective teachers envisioned as a means to cope with mathematics anxiety may have more potential to be helpful than others and present implications of our research for mathematics teacher educators.

先前对前瞻性基础数学教师的数学焦虑的研究表明，许多前瞻性教师经常担心在发展其教学法和内容知识以教授数学时管理其反复的焦虑经历。文献进一步表明，为潜在的教师开发学习机会以面对他们过去的经验，而他们在方法课程中（重新）学习和学习数学教学的重要性。这项研究位于一个这样的学习机会之内，旨在分析由参加数学方法课程的48位准基础教师产生的潜在数学焦虑应对策略。准教师所产生的书面答复经过定性主题分析，以找出与课程计划相关的关键思想模式，这些内容使他们感到焦虑和/或对教学感到不自信，并且模式集中在他们可能会遇到的数学焦虑发作上。教学数学。研究结果表明，有前途的教师在有机会思考他们将来如何处理未来焦虑的情况时，设想使用在八个应对策略主题中分组的两个至七个策略，来应对未来的焦虑事例。