Reflection on practice: addressing math anxiety in pre-service teachers: a cognitive behavioral therapy approach to preparing confident math educators

This paper reflects on an interdisciplinary intervention addressing math anxiety in early childhood preservice teachers (PSTs). Collaborating across education and counseling disciplines, we integrated CBT strategies into a math methods course through sychoeducation, reflective journaling, and group discussions. Our practice revealed that creating space for emotional processing alongside pedagogical training helped teachers: (1) confront personal math anxieties, (2) develop research-based coping strategies, and (3) cultivate empathy for future students’ struggles. This project underscores the importance of addressing affective dimensions in STEM teacher education. We recommend sustained mental health support throughout preparation programs to disrupt cycles of math anxiety transmission. This project contributes to growing recognition that effective math instruction requires nurturing both pedagogical skills and emotional resilience in educators.