[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594106-105":59,"doc-detail-594106-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preservice-teachers-wellbeing-in-mathematics-education","Preservice Teachers’ Wellbeing in Mathematics Education","","The study investigated first-year preservice teachers’ affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data included pre- and post-surveys with forty-nine preservice teachers and interviews with preservice teachers and teacher educators. Pre-module belief statements indicated significant wellbeing challenges, while post-survey results showed increased confidence with mathematics. Interview analysis produced themes on addressing unbalanced wellbeing, resolving overlapping challenges, and developing guiding frameworks for improvement, with implications for teaching and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preservice-teachers-wellbeing-in-mathematics-education/594106/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preservice-teachers-wellbeing-in-mathematics-education/594106.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What wellbeing areas were examined for first-year preservice teachers in mathematics education?","Question",{"text":112,"@type":113},"The study examined affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was preservice teacher wellbeing data collected in the study?",{"text":117,"@type":113},"Data were collected using pre- and post-surveys with forty-nine preservice teachers and interviews with preservice teachers and teacher educators.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did the post-module survey indicate about preservice teachers’ wellbeing and confidence in mathematics?",{"text":121,"@type":113},"The post-survey suggested increased confidence with mathematics compared with the significant challenges reflected in pre-module belief statements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594106,1792165752,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Preservice Teachers’ Wellbeing in Mathematics Education  \nPhilemon Chigeza  \nCollege of Arts, Society and Education, James Cook University  \nAbstract: The study investigated first-year preservice teachers’  \naffective, conative, cognitive, social, and physical wellbeing in a mathematics education subject at a regional university in Far North Queensland. Data collected included pre and post surveys with fortynine preservice teachers, and interviews with preservice teachers and teacher educators. The pre and post surveys evaluated preservice teachers’ belief statements about their wellbeing before and after a six-week module. Before the module, their beliefstatements suggested significant challenges. The post survey suggested an increased  \nconfidence with mathematics. Four themes that emerged from  \ninterview data analysis included the need to: address the emerging  \nunbalanced wellbeing; address overlapping challenges for both  \npreservice teachers and educators that negatively affect learning;  \nunderstand that lack of challenges is detrimental to wellbeing  \nbalance; and develop guiding frameworks to address the emerging challenges. The paper discusses possible implications to the practice of teaching and learning in mathematics education and other subject  \nareas.  \nIntroduction  \nWhile teaching mathematics education to first-year preservice teachers in a Bachelor of Education primary degree at a regional university in Far North Queensland, the teacher educators observed that the preservice teachers seemed to display poor disposition, anxiety and a negative affect towards mathematics. This started a conversation among teacher educators on how to address first-year preservice teachers’ poor attitudes and disposition towards mathematics. Hill and Seah (2022) argue that around the world, the prevalence of mathematics anxiety and disengagement point to a poor sense of student ‘mathematical wellbeing’ and define the concept as fulfilment of one’s ultimate or core values, accompanied by positive feelings and functioning in mathematics education. Enhancing and fulfilling firstyear preservice teachers’ positive feelings, dispositions and functioning in mathematics education is essential as research suggests that these future teachers can transmit negative attitudes about mathematics to their future students. This can affect those future students’learning of mathematics (Clarkson et al., 2010; de Lourdes Mata et al., 2012) . Hill et al.(2020) highlight that despite a growing focus in Australian education policy and practices on student wellbeing, there is very little attention exploring student and preservice teacher wellbeing within individual subject disciplines like mathematics.  \nEnhancing first-year preservice teachers’‘mathematical wellbeing’ and addressing their poor levels of affect, resilience and dispositions towards mathematics can be a prerequisite for their effective learning and future teaching of mathematics (Tait–McCutcheon, 2008; Seligman, 2012; Slavin et al., 2014; Caia et al., 2018) . The Organisation for Economic Co-operation and Development [OECD](2015) report suggests that learners need a balanced  \nset of cognitive, social, and emotional skills to succeed. Studies that have investigated predictors of learners’mathematics performance have focused mostly on cognitive skills and knowledge attainment. Despite the success of this line of work in explaining a sizeable amount of variance in mathematics performance (50–60%), a significant amount of variance remains unexplained (Caia et al., 2018). Explaining this significant amount of variance would require work that address other areas like wellbeing and disposition when learning mathematics. There is evidence that learners’ affective and conative domains, and social skills can be cultivated and supported in learning and teaching practices (OECD, 2015; Slavin et al., 2014) .  \nThis study investigated first-year preservice teachers’ affective, conative, cognitive, soc","cbCaitL6kvBLRuXG","https://ap.wps.com/l/cbCaitL6kvBLRuXG","pdf",317019,16,"English","# Abstract\n# Introduction\n# A Construct of Wellbeing","[{\"question\":\"What wellbeing areas were examined for first-year preservice teachers in mathematics education?\",\"answer\":\"The study examined affective, conative, cognitive, social, and physical wellbeing in a mathematics education subject.\"},{\"question\":\"How was preservice teacher wellbeing data collected in the study?\",\"answer\":\"Data were collected using pre- and post-surveys with forty-nine preservice teachers and interviews with preservice teachers and teacher educators.\"},{\"question\":\"What changes did the post-module survey indicate about preservice teachers’ wellbeing and confidence in mathematics?\",\"answer\":\"The post-survey suggested increased confidence with mathematics compared with the significant challenges reflected in pre-module belief statements.\"}]","Preservice Teachers’ Wellbeing in Mathematics Education | PDF",1792078545]