A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian‐oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences drawn by prospective teachers were 63.2% negative in tone, and listed associated emotions were 60.4% negative; on the posttest these changed significantly to 72.1% positive images, with 70.5% positive associated emotions. The qualitative analysis of images and preservice teacher interpretations of them indicate that mathematics anxiety decreased and motivation changed from extrinsic to intrinsic as a result of the course. Pretest images and interpretations focused primarily on grades, unhappiness, time and pressure, struggle, and lack of success. Posttest images and interpretations revealed (a) greater understanding of mathematical concepts through use of concrete materials; (b) greater engagement in mathematics through interesting activities and discourse with peers; and (c) a sense of accomplishment from teaching practicum lessons. Because the drawing exercise helped students connect with their previously unconscious images of mathematics, thereby helping to shift the mathematics anxiety complex toward a more positive affective state, it is recommended that these activities be part of mathematics methods courses.

An instructional technology application of QR (quick response) codes for introducing commonly used chemistry laboratory apparatus for visually impaired students is presented. Audio commentaries describing commonly used apparatus were recorded. The commentaries consisted of concise introductions and applications of various apparatus used in high school and undergraduate chemistry laboratories. The QR code for each apparatus was produced and linked to the corresponding audio commentary via a unique URL. The QR code labels were attached to the apparatus. The QR codes were scanned on a mobile device and an audio commentary was played. Sixteen visually impaired students participated in testing the activity. The results of the testing activity underscored the efficacy of the technology offering an assisted physical learning experience. Technology presented in this article does not give visually impaired students an independent learning experience, rather it gives them an assisted learning experience which enhances their sense of inclusion in a laboratory environment.