Öğretmen Adaylarının Matematikten Zevk Alma Durumları ile Matematik Alan Bilgisi, Kaygısı ve Özyeterlik Algısı Arasındaki İlişki

Year 2024, , 1461 - 1478, 15.09.2024

Melda Kılıç , Fatma Çağlin Akıllıoğlu , Canan Avcı , Gülseren Erhan

https://doi.org/10.17240/aibuefd.2024..-1407663

Abstract

: Bu çalışmada okul öncesi öğretmen adaylarının matematikten zevk alma durumları ile matematik alan bilgileri, matematik kaygıları ve matematik özyeterlik algıları arasındaki ilişki incelenmiştir. Araştırmaya okul öncesi öğretmenliği lisans programında öğrenim gören 102 gönüllü öğretmen adayı katılmıştır. Araştırmanın örneklemi elverişli örnekleme yöntemiyle belirlenmiştir. Veriler araştırmacılar tarafından derlenerek hazırlanan çevrim içi bir anket formuyla toplanmıştır. Öğretmen adaylarının matematikten zevk alma durumları “Matematikten Zevk Alma” ölçeğiyle değerlendirilmiştir. Matematik alan bilgileri ise “Yükseköğretim Geçiş Sınavı Matematik Testi”nden almış oldukları net puan üzerinden değerlendirilmiştir. Öğretmen adaylarının matematik kaygıları “Matematik Kaygısı Ölçeği”, matematik özyeterlik algıları ise “Matematik Özyeterlik Algısı” ölçeği ile değerlendirilmiştir. Elde edilen veriler doğrultusunda öğretmen adaylarının matematikten zevk alma durumu ile matematik alan bilgisi arasında anlamlı bir ilişki olmadığı belirlenmiştir. Öğretmen adaylarının matematikten zevk alma durumunun matematik kaygısı ile negatif yönde, matematik özyeterlik algısı ile pozitif yönde orta düzeyde ilişkili olduğu gözlemlenmiştir. Başka bir deyişle, öğretmen adaylarının matematik kaygısı ve matematik özyeterlik algısı matematikten zevk alma durumunu etkilemektedir. Ayrıca, matematik kaygısının matematikten zevk alma durumu üzerinde diğer değişkenlere kıyasla daha kuvvetli bir etkiye sahip olduğu tespit edilmiştir. Sonuç olarak bu bulgular, okul öncesi öğretmen adaylarının matematikle ilgili olumlu duygularının desteklemesi ve eğitim ihtiyaçlarının belirlenmesine yönelik fikirler sağlamaktadır.

Keywords

Matematikten zevk alma, Matematik kaygısı, Matematik özyeterlik algısı, Okul öncesi öğretmen adayları

The Relationship of Mathematics Enjoyment with Mathematics Knowledge, Anxiety and Self-Efficacy Perceptions of Pre-Service Teachers

Abstract

In this study, the relationships between the enjoyment of mathematics, mathematical knowledge, mathematics anxiety, and mathematics self-efficacy perceptions of pre-service preschool teachers were investigated. A total of 102 volunteer pre-service teachers studying in the Early Childhood Education program participated in the study. The sample of the research was determined by a convenient sampling method. The data were collected through an online survey prepared by the researchers. The enjoyment of mathematics of pre-service teachers was evaluated by the "Mathematics-related Enjoyment" scale. Mathematical knowledge was evaluated based on the net scores they received from the "Higher Education Entrance Exam Mathematics Test". Mathematics anxiety of pre-service teachers was evaluated by the "Mathematics Anxiety Scale", and mathematics self-efficacy perceptions were evaluated by the "Mathematics-related Self-Efficacy” scale. While no relationship regarding content knowledge was observed, findings revealed that pre-service teachers' mathematics anxiety and mathematics-related self-efficacy significantly affect their enjoyment of mathematics. Noticeably, mathematics anxiety had a relatively stronger effect on the enjoyment of mathematics compared to other variables. As a result, these findings provide ideas to support the positive feelings of pre-service preschool teachers about mathematics and to determine their educational needs.

Keywords

Math enjoyment, Math anxiety, Mmathematics-related self efficacy, Pre-service preschool teachers

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