The Examination of Prospective Mathematics Teachers’ Mathematics Teaching Anxiety Levels

Year 2019, Volume: 12 Issue: 4, 1193 - 1208, 03.10.2019

Selin Çenberci

https://doi.org/10.30831/akukeg.455708

Cited By: 2

Abstract

The aim of this research is to determine
prospective mathematics teachers’ mathematics teaching anxiety level who
continue Pedagogical Formation Program aiming at acquiring the skills to the
teachers who graduated in
the Science Department and who studied in Mathematics Education Department at
the Faculty of Education. Besides, it is aimed to examine whether the
difference is significant in accordance with the program from which teacher
education is received and gender variables. The sample of the research consists
of 301 prospective math teachers who is studying at Math Education Department
at Faculty of Education and receiving Pedagogical Formation Education. The
study is a descriptive study which is made in accordance with the general
survey model and is also a comparative study in which teaching anxiety mean
levels of prospective math teachers about mathematics are examined. “The
Mathematics Teaching Anxiety Scale” is used to examine the anxiety levels about
teaching math of prospective math teachers. Descriptive statistics are used for
the mathematics teaching anxieties of prospective math teachers who are
studying at Math Education Department and Pedagogical Formation Program. As a
result of the research, mathematics teaching anxiety mean scores of the
prospective math teachers who continue Pedagogical Formation Program and who
are studying in Mathematics Education Department at the Faculty of Education
are found very close to each other. It is obtained that the prospective math
teachers’ anxieties for teaching mathematics in two groups have a significant
difference in accordance with gender in favor of female ones.

Keywords

mathematics department, teacher candidate, mathematics teaching, anxiety, formation education

Matematik Öğretmen Adaylarının Matematik Öğretmeye Yönelik Kaygılarının İncelenmesi

Abstract

Bu araştırmanın amacı Fen-Edebiyat
Bölümü mezunlarına öğretmenlik bilgi ve becerisini kazandırmaya yönelik
pedagojik formasyon uygulamasına devam eden ve Eğitim Fakültesinde öğrenim
görmekte olan matematik eğitimi bölümü öğretmen adaylarının matematik öğretmeye
yönelik kaygı düzeylerini belirlemektir. Buna ilave olarak bu kaygılarının
cinsiyet ve  öğretmenlik eğitimi alınan
program değişkenine göre anlamlı bir fark gösterip göstermediğini tespit
etmektir.  Araştırmanın örneklemini  Eğitim Fakültesi Matematik Eğitimi bölümünde
lisans öğrenimi görmekte olan ve matematik bölümü mezunu olup Pedagojik
Formasyon Eğitimi almakta olan toplam 301 matematik öğretmeni adayı
oluşturmaktadır. Çalışma genel tarama modelinde yapılmış betimsel aynı zamanda
da öğretmen adaylarının matematik öğretmeye yönelik kaygı düzey ortalamalarını
inceleyen karşılaştırma çalışmasıdır. Matematik öğretmen adaylarının matematik
öğretmeye yönelik kaygı düzeylerini belirlemek için ”Matematik Öğretmeye Yönelik Kaygı Ölçeği”
kullanılmıştır. Matematik eğitimi bölümünde ve Pedagojik Formasyon Programında
öğrenim gören matematik öğretmen adaylarının matematik öğretmeye yönelik
kaygılarının incelenmesi için betimsel istatislikler ve normal dağılım
göstemeyen veriler için Mann whitney-u istatistikleri kullanılmıştır. Araştırmanın
sonucunda Eğitim Fakültesinde öğrenim görmekte olan öğretmen adayları ile
Pedagojik Formasyon programı matematik öğretmen adaylarının matematik öğretmeye
yönelik kaygı puan ortalamaları birbirine çok yakın bulunmuştur. İki gruptaki matematik 
öğretmen adaylarının matematik öğretmeye yönelik kaygılarının cinsiyete
göre kızlar lehine anlamlı bir farklılık gösterdiği tespit edilmiştir.

Keywords

matematik bölümü, öğretmen adayı, matematik öğretimi, kaygı, formasyon eğitimi

References

• Akgun, A., Gonen, S. & Aydin, M. (2007). The Investigation Of Anxiety Levels Of Primary School Science And Mathematics Teacher Students’ According To Some Variables, Elektronic Journal of Social Sciences, 6(20), 283-299.
• Akinsola, M. K. (2008). Relationship of Some Psychological Variables In Predicting Problem Solving Ability Of In-Service Mathematics Teachers. The Montana Mathematics Enthusiast, 5(1), 79-100.
• Alkan, V. (2011). One of the Barriers to Providing Effective Mathematics Teaching: Anxiety and its Causes. Pamukkale University Journal of Education. 29 (1), 89-107.Altundal, H. (2013). Ogretmen adaylarinin dusunme stilleri ile matematik ogretim kaygisi arasindaki iliskinin incelenmesi. M.Sc.Thesis. Necmettin Erbakan University Educational Sciences Institute, Konya.
• Ameen, E.C., Guffey, D.M. & Jackson, C. (2002). Evidence Of Teaching Anxiety Among Accounting Educator. Journal of Education for Business, 78(1), 16-22.Aslan, D. (2013). A Comparison of Pre- and In-Service Preschool Teachers’ Mathematical Anxiety And Beliefs About Mathematics for Young Children, Part-II: Social Sciences and Humanities, 4(2), 225-230.
• Baki, A. (1996). Nitelikli Matematik Ogretmeninin Alan Egitimi Bilgisi. Modern Ogretmen Yetistirmede Gelisme ve Ilerlemeler Sempozyumu, Ankara.
• Baki, A. (1997). Cagdas Gelismeler Isiginda Matematik Ogretmenligi Egitimi Programlari. Education and Science, 21 (103), 46-54.
• Baki, A. & Gokcek, T. (2007). Some Clues Regarding To Teacher Model Adopted By Pre-service Mathematics Teachers. Hacettepe University Journal of Education, 32, 22-31.
• Baloglu, M. (1999). A Comparison of Mathematics Anxiety and Statistics Anxiety in Relation to General Anxiety. Eric Document Reproduction Service No, E.D. 436 703.
• Baspınar, K. & Peker, M. (2016). The Relationship Between Pre-Service Primary School Teachers’ Mathematics Teaching Anxiety And Their Beliefs About Teaching And Learning Mathematics. Journal of Theoretical Educational Science, 9(1), 1-14.
• Bekdemir, M. (2007). The Causes Of Mathematics Anxiety In Elementary Pre-service Teachers And Proposals For Decreasing Mathematics Anxiety (The Example Of Faculty Of Erzi̇ncan Education). Erzincan University Journal of Education, 9(2), 131-144.
• Bulut, S. (1994). Matematik ogretiminde Kullanilan Yontem ve Teknikler. TED XII. Ogretim Toplantisi Bildirileri.
• Bursal M. & Paznokas L. (2006). Mathematics Anxiety and Pre-service Elementary Teachers’ Confidence To Teach Mathematics And Science, School Science and Mathematics, 106(4), 173–179.
• Buyukozturk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Publications.
• Demir, B.K., Cansiz, S., Deniz, D., Kansu, C. C. & Isleyen, T. (2016). The Investigation of Primary School Teacher Candidates' Anxiety Levels for Teaching Mathematics in Terms of Different Variables (The Example of Bayburt), Bayburt University Journal of Education, 11(2), 379-390.
• Elmas, S. H. (2010). Sinif Ogretmeni adaylarinin matematik ogretmeye yonelik kaygi duzeyleri ve bu kaygiya neden olan faktorler. Unpublished M.Sc. Thesis, Afyon Kocatepe Universitesi, Sosyal Bilimler Enstitusu, Afyon.
• Ertekin, E. (2010). Correlations Between the Mathematics Teaching Anxieties of Pre-service Primary Education Mathematics Teachers and Their Beliefs About Mathematics. Educational Research and Reviews, 5(8), 446-454.
• Fish, T.A. & Fraser, I.H. (2001). Exposing The Iceberg Of Teaching Anxiety: A Survey Of Faculty At Three New Brunswick Universities. Electronic Journal of the American Association of Behavioral and Social Sciences, 4.
• Gardner, L., & Leak, G. (1994). Characteristics and Correlates of Teaching Anxiety Among College Psychology Teachers, Teaching of Psychology, 21(1), 28-32.
• Gresham, G. (2007). A Study of Mathematics Anxiety In Pre-Service Teachers. Early Childhood Education Journal, 35(2), 181-188.
• Haciomeroglu, G. (2014). Elementary Pre-Service Teachers’ Mathematics Anxiety and Mathematics Teaching Anxiety. International Journal For Mathematics Teaching and Learning. Downloaded from http://www.cimt.plymouth.ac.uk/journal/haciomeroglu.pdf.
• Karakas-Turker, N., & Turanli, N. (2008). Developing an Attitude Scale for Mathematics Education Courses. Gazi Journal of Educational Sciences, 28(3), 17-29.
• Kurbanoglu, N.İ., & Takunyaci, M.(2012). An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades. Journal of Human Sciences, 9(1), 110-130.
• Levine, G. (1993). Prior mathematics history, anticipated mathematics teaching style, and anxiety for teaching mathematics among pre-service elementary school teachers. Paper presented at the Annual Meeting of the International Group for Psychology of Mathematics Education, North American Chapter.
• Liu, F. (2008). Impact of Online Discussion On Elementary Teacher Candidates’ Anxiety Towards Teaching Mathematics. Education, 128(4), 614-629.
• Nolting, P.D. (2010). Math study skills workbook. (Fourth Edition). USA: Brooks/Cole.
• Ozkan, M., & Arslantas, H. I. (2013). A Study of Scaling with Ranking Judgment Method On Characteristic Of Effective Teacher. Trakya University Journal of Social Sciences, 15(1), 311-330.
• Peker, M. & Mirasyedioglu, S. (2003). Lise 2. Sinif Ogrencilerinin Matematik Dersine Yonelik Tutumlari ve Basarilari Arasindaki Iliski, Pamukkale University Journal of Education Faculty, 2(14), 157-166.
• Peker, M. (2006). The Development of Mathematics Teaching Anxiety Scale. Journal of Educational Sciences & Practices, 5 (9), 73-92.
• Peker, M. (2008). Pre-Service Teachers’ Teaching Anxiety About Mathematics and Their Learning Styles. Eurasia Journal Of Mathematics, Science & Technology Education, 5(4), 335-345. doi: https://doi.org/10.12973/ejmste/75284
• Peker, M., & Halat, E. (10-12 September, 2008). The Pre-Service Elementary School Teachers’ Mathematics Teaching Anxiety and Gender, The European Conference On Educational Research, Goteborg, Sweden.
• Peker, M. (2009a). Pre-Service Mathematics Teacher Perspectives About The Expanded Microteaching Experiences. J. Turk. Educ. Sci., 7(2), 353-376.
• Peker, M. (2009b). Pre-Service Teachers’ Teaching Anxiety About Mathematics And Their Learning Styles. Eurasia J. Math., Science & Technology Education, 5(4), 335-345.
• Peker, M., Halat ,E., & Mirasyedioglu, Ş. (2010). Gender related differences in mathematics teaching anxiety, The Mathematics Educator, 12(2), 125-140.
• Peker, M., & Ertekin, E. (2011). The Relationship Between Mathematics Teaching Anxiety And Mathematics Anxiety. The New Educational Review, 23(1), 213-226.
• Peker, M. (29-31 October, 2015). The Relationship Between Mathematics Teaching Anxiety and Self-Efficacy Beliefs Toward Mathematics Teaching. International Conference on Social Sciences and Education Research, Antalya-Turkey.
• Peker, M. (2016), Mathematics Teaching Anxiety And Self-Efficacy Beliefs toward Mathematics Teaching: A Path Analysis. Educational Research and Reviews, 11(3), 97-104.
• Sari, M.H. (2014 Developing a Mathematics Teaching Anxiety Scale For Classroom Teachers. Elementary Education Online, 13(4), 1296-1310, [Online]: http://ilkogretim online.org.tr DOI: 10.17051/io.2014.12588
• Sari, M.H., & Aksoy, N.C. (2016). The Relationship Between Mathematics Teaching Anxiety and Teaching Style of Primary School Teachers, Turkish Studies- International Periodical for the Languages. 11(3), 1953-1968.
• Sloan, T., Daane, C.J., & Giesen, J. (2002). Mathematics Anxiety And Learning Styles: What Is The Relationship In Elementary Pre-service Teachers? School Science and Mathematics, 102 (2), 84-87.
• Sahan, G. (13-15 Eylül, 2006). Matematik Korkusunda Öğretmenin Rolü. Eğitim Bilimleri Kongresi.
• Tatar, E., Zengin Y., & Kagizmanli, T.B. (2016). Ogretmen Adaylarinin Matematik Ogretmeye Yonelik Kaygi Duzeylerinin Incelenmesi. Journal of Theoretical Educational Sciences, 9(1), 38-56.
• Umay, A. (2002). Ilkogretim Matematik Ogretmenligi Programinin Ogrencilerin Matematige Karsi Ozyeterlik Algisina Etkisi, V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi, Ankara.
• Unlu M. & Ertekin E. (2013). The Relationship Between Mathematics Teaching Self-Efficacy and Mathematics Self-Efficacy, Proc. Soc. Behav. Sci., 106, 3041-3045.
• Ural, A. (2015). The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics. Journal of Theoretical Educational Sceinces, , 8(2), 173-184.
• Yavuz, G. (2018). Do Prospective Teachers Have Anxieties About Teaching Mathematics?, International Journal of Higher Education, 7(2), 69-75.
• Yenilmez, K. & Duman, A. (2008). Ilkogretimde Matematik Basarisini Etkileyen Faktorlere Iliskin Ogrenci Gorusleri, Kırgızistan Manas Üniversitesi Sosyal Bilimler Dergisi, 19, 251-268.