Clearing the Hurdle: Impact of Mathematics Anxiety, Self-Efficacy, Self-Concept and Content Knowledge on Pre-Service Teachers’ LANTITE (Numeracy) Performance

<p dir="ltr">The introduction of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) in Australia in 2016 was driven by ongoing discussions about the literacy and numeracy proficiency of newly qualified teachers. The decision to implement this assessment was made despite evidence indicating that Australian teachers are among the most globally literate (Freebody & Freebody, 2017). While there is no dispute that a high standard of literacy and numeracy is crucial for effective teaching, it does mean that some pre-service teachers, despite having qualities such as empathy, creativity, and passion that are equally essential in defining a quality educator, struggle to clear this hurdle into the teaching profession. The current thesis provides insights into the mathematics content knowledge, mathematics anxiety, mathematics self-concept, and mathematics self-efficacy of a large cohort of pre-service teachers and examines which of these factors predict performance on the LANTITE (Numeracy) test. The analysis of LANTITE (Numeracy) results for 3573 pre-service teachers from 2016 to 2021 revealed key insights into mathematical strengths and weaknesses across primary and secondary cohorts. Among the mathematically weakest pre-service teachers, the Number and Algebra strand posed the greatest challenge. Cognitive and affective data from 913 pre-service teachers were further examined, with 709 of these matched to their LANTITE results. This allowed for a detailed comparison of cognitive and emotional characteristics between those who achieved the test standard and those who did not. Regression analyses identified mathematics content knowledge and mathematics anxiety as unique predictors of performance on the LANTITE (Numeracy), consistent with prior research linking higher mathematics anxiety to lower achievement in pre-service teachers. Pre-service teachers also shared their preparation strategies, which highlighted differences that could inform targeted intervention and support. For example, successful candidates tended to use a broader range of preparation resources with greater frequency, while those who struggled relied on personalised support, such as small group sessions. These findings underscore the importance of effective mathematics education that extends beyond content knowledge, recognising that a pre-service teacher's mathematics anxiety can potentially impact their own progression into the teaching profession, and may also have implications for their subsequent teaching of mathematics in the classroom.</p>