Marzita Puteh
Universiti Pendidikan Sultan Idris (UPSI)
Tanjong Malim,
Perak

Date: 25 October 2001
Time: 12.30-13.00

This paper discusses the methodology used in conducting a study that investigates the extent and nature of mathematics anxiety in primary school teacher trainees, and identifies the factors that are associated with it.  This research has used qualitative methods. The purpose of the study was to gain insight into the factors that might have contributed to mathematics anxiety and how it had affected these teacher trainees in general so as to understand why the students behaved the way they did towards mathematics.   Much research in this area has been undertaken in the United States and in the United Kingdom, and various factors, such as teaching styles, examination pressure, parental influence, gender issues, personality of the teachers, students' personality, students ability and many more, were offered.  While this research did provide indications for the state of affairs, there are nevertheless several other dimensions which may have shaped the Malaysian student mathematics anxiety, due to the different educational, cultural and political settings.  In light of the broad research question, a case study would offer a design that would best serve the purpose.
Secondly, and related to the previous reason, this approach would allow a varied range of information to be gathered which is legitimate and pertinent to the problem in question.  An understanding of the factors that contributed to mathematics anxiety calls for the need to look at the problem in totality and how the various factors interrelate with one another.  A case study approach allows insights into the full range of phenomena and perspectives and therefore gets inside the problem.

A third factor is related to research traditions.  Case studies in educational research are very limited in Malaysia.  To date, there has been very little work done using this form of educational inquiry.  Recent case studies known to have been conducted are Tan (1989), Syed Zin (1990), Ratnavadivel (1995) and Lebar (1995).  Tan Syed Zin's and Lebar's  studies were conducted within the naturalistic paradigm.  The dominant tradition has been along the positivistic orientation.  Case study then offers a different approach to educational research in the field of mathematics and can thus generate a range of information of a different quality to that obtained in traditional approaches.  Also, a case study approach would provide another option available for conducting research into other educational concerns of the Ministry.  Case studies have been well developed in the developed countries, but the situation is not he same in developing countries.  Hence, this piece of research would contribute to the growing field of case study work in developing countries and in Malaysia in particular.