RECURSIVE MATHEMATICAL ANXIETY IN PRE-SERVICE MATHEMATICS TEACHERS: ESSENCE, STRUCTURE AND MECHANISMS
DOI:
https://doi.org/10.32999/ksu2413-1865/2026-115-8Keywords:
mathematics anxiety, recursive mathematics anxiety, pre-service mathematics teachers, professional training, pedagogical reflection, learning motivation, emotional resilience, mathematical competenceAbstract
The article provides a theoretical and methodological analysis of recursive mathematics anxiety in pre-service mathematics teachers, clarifying its essence, structure, mechanisms, levels, and types of recursiveness. Methods. The study employs systemic, competency-based, and person-centered approaches together with theoretical analysis, synthesis, comparison, systematization, generalization, categorical synthesis, and conceptual-structural modeling. Results. Recursive mathematics anxiety is specified as a dynamic multidimensional psychological and pedagogical phenomenon in which previous negative mathematical experiences may be reactivated in new situations and contribute to the recurrent intensification of anxiety. Three theoretically distinguished levels are identified: situational, persistent, and professionally internalized; five types are proposed: cognitive, emotional, behavioral, metacognitive, and socio-pedagogical. Theoretical relationships with mathematical competence, pedagogical reflection, professional self-evaluation, and motivation are outlined. Conclusions. The proposed conceptual representation systematizes the essence, levels, types, and mechanisms of recursive mathematics anxiety and provides a basis for subsequent empirical verification
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