This quantitative study that made use of the descriptive correlational design investigated the relationship of mathematics competencies, mathematics anxiety, and mathematics expectations among pre-service science teachers of teacher education institution in Iloilo City; and developed a mathematics module for science teachers. The subjects of the study were the 79 pre-service teachers' who were enrolled in the first semester of SY 2014-2015 at teacher education institution in Iloilo City and had taken biophysics or general physics as prescribed by the course curriculum. Phase One of the study utilized four sets of instruments, namely: Mathematics Competency Test (MCT), Mathematics Anxiety Rating Scale (MERS), and Force, Motion, and Energy Problem Solving Test (FMEPST). Results revealed that the pre-service teachers had both moderately low mathematics anxiety and mathematics expectations. The understanding of physics problem solving using multidimensional approach was average. However, in terms of physicals representations, they had moderately low level of understanding physics problem solving and average level of mathematical representations. The level of mathematical competencies of pre-service teachers as a whole was average; they also had average level of competencies in numbers and number sense, measurement, patterns and algebra, geometry, and statistics and probability, and moderately low level of competency in trigonometry. Significant relationships existed between pre-service teachers mathematics competencies and understanding of physics problem solving using multi-dimensional approach. Mathematics anxiety and mathematics expectations were not significantly related to understanding of physics problem solving using multi-dimensional approach. Pre-service teacher's competencies in measurement, geometry, and trigonometry were significantly related to understanding physics problems solving using multi-dimensional approach. Competencies in numbers and number sense, patterns and algebra, and statistics and probability of pre-service teachers' were not significantly correlated with understanding of physics problem solving. Competencies in numbers and number sense, measurement , geometry, patterns and algebra, statistics and probability, and trigonometry were significantly correlated. Numbers and number sense, measurement, statistics and probability, geometry, and trigonometry were not significantly related to pre-service teachers' mathematics anxiety. Patterns and algebra had a significant negative relation with mathematics anxiety. Pre-service teachers' competencies in numbers and number sense, measurement, geometry, patterns and algebra, statistics and probability, and trigonometry were not correlated to mathematics expectations. The results in Phase one were taken as bases for developing a mathematics module for science teachers.

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