Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates
Bolema - Mathematics Education Bulletin, cilt.28, sa.48, ss.110-127, 2014 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 28 Sayı: 48
- Basım Tarihi: 2014
- Doi Numarası: 10.1590/1980-4415v28n48a06
- Dergi Adı: Bolema - Mathematics Education Bulletin
- Derginin Tarandığı İndeksler: Scopus
- Sayfa Sayıları: ss.110-127
- Anahtar Kelimeler: Achievement, Gender, Mathematics anxiety, Mathematics attitudes, Pre-service elementary school teacher
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Uşak Üniversitesi Adresli: Evet
Özet
This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a Personal Information Form, Mathematics Anxiety Scale, and Mathematics Attitude Scale. Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.