**Acta**** Didactica Napocensia**

**Volume 10 Number 2, pages 81-98**

Published: 25 August 2017

**Adeneye****
O. A. Awofala, Helen N. Odogwu**

**Abstract: **The study investigated mathematics
cognitive failures as related to mathematics anxiety, gender and performance in
calculus among 450 preservice teachers from four public universities in the South
West geo-political zone of Nigeria using the quantitative research method
within the blueprint of the descriptive survey design. Data collected were
analyzed using the descriptive statistics of percentages, mean, and standard
deviation and inferential statistics of factor analysis, independent samples
t-test, and multiple regression analysis. Findings revealed that mathematics
cognitive failure assessed by the mathematics cognitive failures questionnaire
was a multi-dimensional construct (lack of concentration, motor function,
memory, and distractibility). Mathematics anxiety level differences in
cognitive failures in mathematics and performance in calculus among preservice
teachers were significant. Cognitive
dimension of mathematics anxiety, gender, affective dimension of mathematics
anxiety, lack of concentration and motor function dimensions of mathematics
cognitive failures made statistically significant contributions to the variance in
preservice teachers’ performance in calculus. Based on this baseline study, it
was thus, recommended that future studies in Nigeria and elsewhere should
investigate whether mathematics cognitive
failures could be responsible for students’ errors committed when solving
problems in mathematics.

**Key words: **Mathematics cognitive failures, mathematics anxiety, performance in
calculus, preservice teachers