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

Year 2024, Volume: 24 Issue: 3, 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

References

• Akay, H., & Boz, N. (2011). Sınıf öğretmeni adaylarının matematiğe yönelik tutumları, matematiğe karşı özyeterlik algılar ve öğretmen öz-yeterlik inançları arasındaki ilişkilerin incelenmesi. Türk Eğitim Bilimleri Dergisi, 9(2), 281-312.
• Akçakın, V., Cebesoy, Ü., & İnel, Y. (2015). İki boyutlu matematik kaygısı ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 35(2), 283-301.
• Aksu, H. H. (2008). Öğretmen adaylarının matematik öğretimine yönelik öz-yeterlilik inançları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 161-170.
• Arseven, A., Arseven, İ., & Tepehan, T. (2015). Sınıf öğretmeni adaylarının matematik öğretimine yönelik öz-yeterlik algılarının incelenmesi. Cumhuriyet International Journal of Education, 4(2), 29-40.
• Arslan, O., & Demirkıran, D. M. (2020). Okul öncesi öğretmen adaylarının matematik öğretimine yönelik öz-yeterlik algıları ve matematik kaygıları. Başkent University Journal of Education, 7(2), 428-438.
• Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224–237. https://doi.org/10.1037/0096-3445.130.2.224
• Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. https://doi.org/10.1177/0734282908330580
• Bai, H., Wang, L., Pan, W., & Frey, M. (2009). Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale. Journal of Instructional Psychology, 36, 185-193.
• Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of Sciences of the United States of America, 107(5), 1860– 1863. https://doi.org/10.1111/mbe.12027
• Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25(5), 441-448. https://doi.org/10.1037/0022-0167.25.5.441
• Benz, C. (2012). Maths is not dangerous–attitudes of people working in German kindergarten about mathematics in kindergarten. European Early Childhood Education Research Journal, 20(2), 249-261. https://doi.org/10.1080/1350293X.2012.681131
• Blömeke, S., Thiel, O., & Jenßen, L. (2019). Before, during, and after examination: Development of prospective preschool teachers’ mathematics-related enjoyment and self-efficacy. Scandinavian Journal of Educational Research, 63(4), 506-519. https://doi.org/10.1080/00313831.2017.1402368
• Boran, A., Aslaner, R., & Çakan, C. (2013). Birinci sınıf öğretmen adaylarının matematiğe yönelik tutumlarının bazı değişkenlere göre incelenmesi. Turkish Journal of Computer and Mathematics Education, 4(1), 1-19.
• Brady, P., & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students. Teachers and Teaching, 11(1), 37-46. https://doi.org/10.1080/1354060042000337084
• Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2023). Bilimsel araştırma yöntemleri (34. baskı). Pegem Akademi.
• Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29. https://doi.org/10.1177/016146811311500603
• Çakıroğlu, E., & Işıksal, M. (2009). İlköğretim öğretmen adaylarının matematiğe yönelik tutum ve özyeterlik algıları. Eğitim ve Bilim, 34(151), 132-139.
• Çelik, M. (2017). Okul öncesi öğretmenlerin erken matematik eğitimine ilişkin özyeterliklerinin çeşitli değişkenler açısından incelenmesi. Kafkas Üniversitesi, e-Kafkas Eğitim Araştırmaları Dergisi, 4(1), 1-10.
• Deci, E. L., & Ryan, R. M. (1985). Motivation and self-determination in human behavior. Plenum Publishing Co.
• Di Martino, P., & Zan, R. (2015). The construct of attitude in mathematics education. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 51–72). Springer.
• Doruk, M., & Kaplan, A. (2012). Sınıf öğretmeni adaylarının matematik öğretimine yönelik öz-yeterlik inançlarının incelenmesi. The Journal of Academic Social Science Studies, 5(7), 291-302. https://doi.org/10.9761/JASSS250
• Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326. https://doi.org/10.2307/748467.
• Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499-505. https://doi.org/10.1016/j.lindif.2009.05.004
• Frenzel, A. C., Fiedler, D., Marx, A. K. G., Reck, C., & Pekrun, R. (2020). Who enjoys teaching, and when? Between-and within-person evidence on teachers’ appraisal-emotion links. Frontiers in Psychology, 11, 1-14. https://doi.org/10.3389/fpsyg.2020.01092
• Gresham, G. (2007). A study of mathematics anxiety in pre-service teachers. Early Childhood Education Journal, 35, 181-188. https://doi.org/10.1007/s10643-007-0174-7
• Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20, 261–273. https://doi.org/10.5951/jresematheduc.20.3.0261
• Hanline, M. F., Milton, S., & Phelps, P. C. (2010). The relationship between preschool block play and reading and math abilities in early elementary school: A longitudinal study of children with and without disabilities. Early Child Development and Care, 180(8), 1005–1017. https://doi.org/10.1080/03004430802671171
• Hollingsworth, H. L., & Knight-McKenna, M. (2018). “I am now confident”: academic service-learning as a context for addressing math anxiety in preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 312-327. https://doi.org/10.1080/10901027.2018.1514337
• Jenßen, L., Eid, M., Szczesny, M., Eilerts, K., & Blömeke, S. (2021). Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice. Journal of Educational Psychology, 113(8), 1628-1644. https://psycnet.apa.org/doi/10.1037/edu0000518
• Knaus, M. (2017). Supporting Early Mathematics Learning in Early Childhood Settings. Australasian Journal of Early Childhood, 42(3), 4–13. https://doi.org/10.23965/AJEC.42.3.01
• Lake, V. E., & Kelly, L. (2014). Female preservice teachers and mathematics: Anxiety, beliefs, and stereotypes. Journal of Early Childhood Teacher Education, 35(3), 262-275. https://doi.org/10.1080/10901027.2014.936071
• Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends In Cognitive Sciences, 16(8), 404-406. https://doi.org/10.1016/j.tics.2012.06.008
• Marbán, J. M., Palacios, A., & Maroto, A. (2021). Enjoyment of teaching mathematics among pre-service teachers. Mathematics Education Research Journal, 33, 613-629. https://doi.org/10.1007/s13394-020-00341-y
• Muijs, D., & Reynolds, D. (2002). Teachers' beliefs and behaviors: What really matters?. The Journal of Classroom Interaction, 37(2), 3-15.
• Notari Syverson, A., & Sadler, H. F. (2008). Math is for everyone: Strategies for supporting early mathematical competencies in young children. Young Exceptional Children, 11(3), 3-16. https://doi.org/10.1177/1096250608314589
• Oppermann, E., Anders, Y., & Hachfeld, A. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. Teaching and Teacher Education, 58, 174-184. https://doi.org/10.1016/j.tate.2016.05.004
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
• Palacios, A., Arias, V., & Arias, B. (2014). Attitudes towards mathematics: Construction and validation of a measurement instrument. Revista de Psicodidáctica, 19(1), 67–91. https://doi.org/10.1387/RevPsicodidact.8961
• Philipp, R. (2007). Mathematics teachers’ beliefs and affect. In I. F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257–315). NCTM, Information Age.
• Reyes, D. O., & Rothstein-Fisch, C. (2021). Stressed, anxious, and scared: How early childhood educators feel about math. Journal of Mathematics Education, 13(2), 81-93. https://doi.org/10.26711/007577152790072
• Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88, 1-9. https://doi.org/10.1016/j.tate.2019.102983
• Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM–Mathematics Education, 55, 249-267. https://doi.org/10.1007/s11858-022-01463-2
• Smith, J., & Reeves, T. F. (2005). Beginning school students. In G. Guick & K. I. Visnt (Eds.), Proceedings of the Conference of the International Education (pp. 4-121). Melbourne, Turkey: Technical University.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 61-77.
• Sumpter, L. (2020). Preschool educators’ emotional directions towards mathematics. International Journal of Science and Mathematics Education, 18(6), 1169-1184. https://doi.org/10.1007/s10763-019-10015-2
• Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 130-143.
• Ten Braak, D., Lenes, R., Purpura, D. J., Schmitt, S. A., & Størksen, I. (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of Experimental Child Psychology, 214, 105306, 1-18. https://doi.org/10.1016/j.jecp.2021.105306
• Thiel, O., & Jenssen, L. (2018). Affective-motivational aspects of early childhood teacher students’ knowledge about mathematics. European Early Childhood Education Research Journal, 26(4), 512-534. https://doi.org/10.1080/1350293X.2018.1488398
• Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review, 50, 63–70.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1
• Ural, A. (2015). Matematik özyeterlik algısının matematik öğretmeye yönelik kaygıya etkisi. Kuramsal Eğitimbilim Dergisi, 8(2), 173-184.
• Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11, 139-164. https://doi.org/10.1007/s10857-007-9068-2
• Wolfgang, C., Stannard, L., & Jones, I. (2003). Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics. Early Child Development and Care, 173(5), 467–475. https://doi.org/10.1080/0300443032000088212
• Zacharos, K., Koliopoulos, D., Dokimaki, M., & Kassoumi, H. (2007). Views of prospective early childhood education teachers, towards mathematics and its instruction. European Journal of Teacher Education, 30(3), 305-318. https://doi.org/10.1080/02619760701486134