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Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates

Year 2019, , 421 - 431, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.421

Abstract

The aim of this study is to reveal the suggestions of guidance and psychological counseling candidates (GPC) in dealing with math anxiety. The study analysed 50 GPC candidates’ opinions and suggestions on math anxiety. The research study utilized case study method. The participants were asked to respond what kind of studies they would suggest to their clienst in order to overcome math anxiety once they begin to work in their profession. The interviews transcripts were converted into written documents. Content analysis was made on those documents to find GPC candidates’ suggestions and opinions. Based on the findings, it can be concluded that the reasons of math anxiety can vary from individual to individual. Therefore, it was emphasized that the studies to determine the causes of math anxiety should be specific for each individual. Then, consultancy service should be formed based on the assessment of reasons that cause anxiety for each person. If the individual's math anxiety is caused by environmental factors such as teachers, families and peers, guidance and psychological counseling services should be offered to these environmental factors.


References

  • Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551–596.
  • Akdemir, O. (2006). Ilkogretim ogrencilerinin matematik dersine yonelik tutumlari ve basari gudusu [Elementary students' attitudes towards mathematics lesson and achievement motivation] (Unpublished Master’s Thesis). Dokuz Eylul university, Izmir, Turkey.
  • Alisinanoglu, F., & Ulutas, I. (2000). Cocuklarda kaygi ve bunu etkileyen etmenler [Childhood anxiety and affecting factors] (p.145). Ankara: Milli Egitim Egitim Sanat Kultur Yayinlari.
  • Aral, N. (1997). Fiziksel istismar ve cocuk [Physical abuse and child]. Ankara: Tekisik Ofset Tesisleri.
  • Arikan, G. (2004). Ogrencilerin matematik kaygi duzeyleri ile matematik basari duzeyleri arasindaki iliski ilkogretim 2. Kademe [The relationship between the students' maths anxiety levels and maths achievements levels] (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences, current directions. J Psychological Science, 11(5), 181–185.
  • Aytekin, C., Baltaci, S., Altunkaya, B., Kiymaz, C., & Yildiz, A. (2016). Matematik Egitimi Veli Beklenti Olcegi'nin Gelistirilmesi (MEVBO): Gecerlik ve Guvenirlik Calismasi [A Scale to Determine Parents' Expectation from Mathematics Education (PEME): Development, Reliability and Validity]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 17(3), 397-411.
  • Aytekin, C., Baltaci, S., & Yildiz, A. (2018). Investigation of parents’ expectations from mathematics education in Turkey. Acta Didactica Napocensia, 11(3-4), 59-78. doi: 10.24193/adn.11.3-4.5.
  • Baloglu, M. (2001). Defeat the fear of mathematics. Educational Sciences: Theory & Practice, 1(1), 59-76.
  • Basar, M., Una, M., & Yalcin, M. (2011, Spetember). Ilkogretim kademesiyle baslayan matematik korkusunun nedenleri [Causes of math fear starting with primary education]. Paper presented at the V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi, ODTU, Ankara.
  • Baykul, Y. (2006). Ilkogretimde matematik ogretimi (1.-5. siniflar) [Teaching mathematics in primary education (grades 1-5)]. Ankara, Turkey: Pegem.
  • Bozak, M. M. (1982). Anksiyete ve okul basarisi arasindaki iliskiye ait bir arastirma [A study of the relationship between anxiety and school success]. Psikoloji Dergisi, 16, 24–39.
  • Buxton, L. (1981). Do you panic about mathematics? London, UK: Heinemann Educational Books.
  • Dede, Y., & Dursun, S. (2008). Ilkogretim II. kademe ogrencilerinin matematik kaygi duzeylerinin incelenmesi [An investigation of Primary School Students’ Mathematics Anxiety Levels]. Journal of Uludag University Faculty of Education, 21(2), 295–312.
  • Demir, S., & Durmaz, M. (2018). Ilkogretim Matematik Ogretmenlerinin Matematik Kaygisi Hakkindaki Gorusleri ve Mudahale Yontemleri [A opinions of elementary maths teachers about maths anxiety and their intervention methods]. Academia Journal of Eucational Research, 3(1), 17-27.
  • Durmaz, M., & Akkus, R. (2016). Mathematics anxiety, motivation and the basic psychological needs from the perspective of self-determination theory. Education and Science, 41(183), 111-127. doi: 10.15390/EB.2016.2942
  • Durmaz, M. (2012). Ortaogretim ogrencilerinin (10.Sinif) temel psikolojik ihtiyaclarinin karsilanmislik duzeyleri, motivasyon ve matematik kaygisi arasindaki iliskilerin belirlenmesi [Identifying the relationships among the degrees of basic pyschological needs satisfaction, motivation and mathematics anxiety of high school students] (10th grade) (Unpublished master’s thesis). Abant Izzet Baysal University, Bolu, Turkey.
  • Eldemir, H. H. (2006). Sinif ogretmeni adaylarinin matematik kaygisinin bazi psiko-sosyal degiskenler acisindan incelenmesi (Cumhuriyet universitesi ornegi) [Examining of preservice primary teachers'mathematics anxiety in relation to some psycho-social variables] (Unpublished master’s thesis). Cumhuriyet University, Sivas, Turkey.
  • Elemek, M. A. (2008). Ogrenme bozuklugu olan cocuklarda benlik saygisinin ve kaygi durumunun incelenmesi [A study about self-respect and anxiety level with learning disorder] (Unpublished master’s thesis). Marmara University, Istanbul, Turkey.
  • Fiore, A. M. (2003). Gender differences in test anxiety (Unpublisherd master thesis). The College of Human Resources and Education, West Virginia University, West Virginia, USA.
  • Girgin, G. (1990). Farkli sosyo ekonomik kesimden 13-15 yas grubu ogrencilerde kaygi alanlari ve kaygi duzeylerinin basariyla iliskisi [The relationship between anxiety levels and anxiety areas with academic achievement in 13-15 age group students from different socio-economic backgrounds] (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Greenwood, J. (1984). My anxieties about math anxiety. Mathematics Teacher, 77(9), 662–663.
  • Gumus, A. (1997). Universite ogrencilerinin sosyal kaygi duzeylerinin cesitli degiskenlere gore incelenmesi [Examination of social anxiety levels of university students according to various variables] (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25–46. doi: 10.1023/A:1016048823497
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. doi: 10.2307/749455
  • Ilhan, M., & Oner-Sunkur, M. (2013). Matematik kaygisinin matematik basarisini yordama gucunun cinsiyet ve sinif degiskeni acisindan incelenmesi [Investigation of Predictive Power of Mathematics Anxiety on Mathematics Achievement in Terms of Gender and Class Variables]. Gaziantep University Journal of Social Sciences, 12(3), 427-441.
  • Kececi, T. (2011, April). Matematik kaygisi ve korkusu ile mucadele yollari [Methods of combating math anxiety and fear]. Paper presented at the 2nd International Conference on New Trends in Education and Their Implications, Antalya, Turkey.
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualisation. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (575–596). Reston, VA: The National Council of Teachers of Mathematics.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Ministry of Education of Turkey (2005). Ilkogretim matematik 6-8 sinif ogretim programi [Elementary Mathematics Curriculum for 6-8 Grade]. Ankara: MEB.
  • Newstead, K. (1998). Aspects of childrens’ mathematics anxiety. Educational Studies in Mathematics, 36(1), 53–71.
  • Olpak, Y. Z., Arican, M., & Baltaci, S. (2018). Ogretmen adaylarinin ogrenme yaklasimlarinin ve bireysel yenilikcilik ozelliklerinin akran ogretimine yonelik memnuniyetlerine etkisi [The effects of preservice teachers’ learning approaches and individual innovativeness characteristics on their satisfaction towards peer instruction]. Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi [Van Yuzuncu Yil University Journal of Education], 15(1), 525-551. doi: 10.23891/efdyyu.2018.78
  • Olpak, Y. Z., Baltaci, S., & Arican, M. (2018). Investigation the effects of peer instruction on preservice mathematics teachers' achievements in statistics probability. Education and Information Technologies, 23(6), 2323–2340. doi:10.1007/s10639-018-9717-3
  • Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd ed.). London, UK: Sage Publications.
  • Richardson, F. C., & Suinn, R. M. (1972).The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. doi: 10.1037/h0033456
  • Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11(4), 319-338. doi: 10.1207/S15327965PLI1104_03
  • Sargin, N. (1990). Lise I. ve III. sinif ogrencilerinin durumluk-surekli kaygi duzeylerinin belirlenip karsilastirilmasi [Determining and comparing the state-trait anxiety levels of high school 1st grade and third grade students] (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Simsek, H. (2010). Guneydogu anadolu bolgesindeki lise ogrencilerinin sosyal butunlesme duzeyleri ve gelecek beklentileri () [Social integration levels and future expectations of high school students in Southeast Anatolia region]. 109K300 Nolu Proje Sonuc Raporu [Project Result Report No. 109K300]. Ankara, Turkey: TUBITAK.
  • Sirmaci, N. (2007). A Study on the investigation of the university students’ anxiety and attitudes toward mathematics: Erzurum Sample. Education and Science, 145(35). 53–70.
  • Skemp, R. R. (1986). The psychology of learning mathematics. Harmondsworth, UK: Penguin.
  • Spielberger, C. D. (1979). Understanding stress and anxiety. New York, NY: Harper & Row.
  • Stodolsky, S. S. (1985). Telling math: Origins of math aversion and anxiety. Educational Psychologist, 20(3), 125–133.
  • Tasdemir, C. (2008). Ilkogretim 6., 7. ve 8. sinif ogrencilerinin matematik dersine yonelik tutumlarinin bazi degiskenlere gore belirlenmesi: Bitlis ili ornegi [Detection of the elementary educatlon 6, 7 and 8 level students' attitudes to the mathematic lesson in according to the some variables: an example for Bitlis city]. Journal of Kazım Karabekir Education Faculty, 17, 184–201.
  • Tobias, S. (1978). Overcoming math anxiety. New York, NY: Norton.
  • Turgut, F. M., & Baykul, Y. (2010). Egitimde olcme ve degerlendirme [Measurement and evaluation in education]. Ankara, Turkey: Pegem Akademi.
  • Uysal, O. (2007) Ilkogretim II. kademe ogrencilerinin matematik dersine yonelik problem cozme becerileri, kaygilari ve tutumlari arasindaki iliskilerin degerlendirilmesi [Evaluation of Relation between Problem Solving Skills, Anxiety and Attitudes of Secondary Education Grade II Students directed towards Mathematics Course] (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Vacc, N. N. (1993). Teaching and learning mathematics through classroom discussion. Arithmetic Teacher, 41(4), 225–227.
  • Varol, S. (1990). Lise son sinif ogrencilerinin kaygilarini etkileyen etmenler [Factors affecting the concerns of senior high school students] (Unpublished master’s thesis). Ondokuz Mayis University, Samsun, Turkey.
  • Von Glasersfeld, E. (Ed.) (1991). Radical constructivism in mathematics education. New York, NY: Kluwer Academic Publishers
  • Wigfield, A., & Meece, J.L., (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210–216.
  • Yenilmez, K., & Ozabaci, N. (2003). Yatili ogretmen okulu ogrencilerinin matematik ile ilgili tutumlari ve matematik kaygi duzeyleri arasindaki iliski uzerine bir arastirma [The relationship between mathematics attitudes and mathematics anxiety of teacher high school students]. Pamukkale University Journal of Education, 2(14), 132–146.
  • Yetim, H. (2006). Ilkogretim 8. sinif ogrencilerinin matematik ve turkce derslerine yonelik tutumlari ile bu derslerdeki basarilari arasindaki iliski [The relationship between 8th grade primary school students' attitudes towards mathematics and Turkish courses and their achievement in these courses] (Unpublished doctoral thesis). Dokuz Eylul University, Izmir, Turkey.
  • Yildirim, A., & H. Simsek, (2006). Sosyal bilimlerde nitel arastirma teknikleri [Qualitative research techniques in social sciences]. Ankara, Turkey: Seckin.
  • Yildiz, A., & Baltaci, S. (2018). Iki farkli kurumda calisan ortaokul matematik ogretmenlerinin yaraticiligi destekleme durumlarinin incelenmesi [An analysis of the creativity fostering behaviors of secondary school mathematics teachers working at two different institutions]. Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi [Van Yuzuncu Yil University Journal of Education], 15(1), 1392-1418. doi: 10.23891/efdyyu.2018.109
  • Yilmaz, M. (2006). Ilkogretim 6.sinif ogrencilerinin matematik dersine iliskin tutumlarinin bazi degiskenlere gore incelenmesi [Examining the attitudes of the 6th grade students in the mathematics course according to some variables]. Milli Egitim Dergisi [Journal of National Educational], 35(172), 240–249.
Year 2019, , 421 - 431, 15.04.2019
https://doi.org/10.12973/eu-jer.8.2.421

Abstract

References

  • Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551–596.
  • Akdemir, O. (2006). Ilkogretim ogrencilerinin matematik dersine yonelik tutumlari ve basari gudusu [Elementary students' attitudes towards mathematics lesson and achievement motivation] (Unpublished Master’s Thesis). Dokuz Eylul university, Izmir, Turkey.
  • Alisinanoglu, F., & Ulutas, I. (2000). Cocuklarda kaygi ve bunu etkileyen etmenler [Childhood anxiety and affecting factors] (p.145). Ankara: Milli Egitim Egitim Sanat Kultur Yayinlari.
  • Aral, N. (1997). Fiziksel istismar ve cocuk [Physical abuse and child]. Ankara: Tekisik Ofset Tesisleri.
  • Arikan, G. (2004). Ogrencilerin matematik kaygi duzeyleri ile matematik basari duzeyleri arasindaki iliski ilkogretim 2. Kademe [The relationship between the students' maths anxiety levels and maths achievements levels] (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences, current directions. J Psychological Science, 11(5), 181–185.
  • Aytekin, C., Baltaci, S., Altunkaya, B., Kiymaz, C., & Yildiz, A. (2016). Matematik Egitimi Veli Beklenti Olcegi'nin Gelistirilmesi (MEVBO): Gecerlik ve Guvenirlik Calismasi [A Scale to Determine Parents' Expectation from Mathematics Education (PEME): Development, Reliability and Validity]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi (KEFAD), 17(3), 397-411.
  • Aytekin, C., Baltaci, S., & Yildiz, A. (2018). Investigation of parents’ expectations from mathematics education in Turkey. Acta Didactica Napocensia, 11(3-4), 59-78. doi: 10.24193/adn.11.3-4.5.
  • Baloglu, M. (2001). Defeat the fear of mathematics. Educational Sciences: Theory & Practice, 1(1), 59-76.
  • Basar, M., Una, M., & Yalcin, M. (2011, Spetember). Ilkogretim kademesiyle baslayan matematik korkusunun nedenleri [Causes of math fear starting with primary education]. Paper presented at the V. Ulusal Fen Bilimleri ve Matematik Egitimi Kongresi, ODTU, Ankara.
  • Baykul, Y. (2006). Ilkogretimde matematik ogretimi (1.-5. siniflar) [Teaching mathematics in primary education (grades 1-5)]. Ankara, Turkey: Pegem.
  • Bozak, M. M. (1982). Anksiyete ve okul basarisi arasindaki iliskiye ait bir arastirma [A study of the relationship between anxiety and school success]. Psikoloji Dergisi, 16, 24–39.
  • Buxton, L. (1981). Do you panic about mathematics? London, UK: Heinemann Educational Books.
  • Dede, Y., & Dursun, S. (2008). Ilkogretim II. kademe ogrencilerinin matematik kaygi duzeylerinin incelenmesi [An investigation of Primary School Students’ Mathematics Anxiety Levels]. Journal of Uludag University Faculty of Education, 21(2), 295–312.
  • Demir, S., & Durmaz, M. (2018). Ilkogretim Matematik Ogretmenlerinin Matematik Kaygisi Hakkindaki Gorusleri ve Mudahale Yontemleri [A opinions of elementary maths teachers about maths anxiety and their intervention methods]. Academia Journal of Eucational Research, 3(1), 17-27.
  • Durmaz, M., & Akkus, R. (2016). Mathematics anxiety, motivation and the basic psychological needs from the perspective of self-determination theory. Education and Science, 41(183), 111-127. doi: 10.15390/EB.2016.2942
  • Durmaz, M. (2012). Ortaogretim ogrencilerinin (10.Sinif) temel psikolojik ihtiyaclarinin karsilanmislik duzeyleri, motivasyon ve matematik kaygisi arasindaki iliskilerin belirlenmesi [Identifying the relationships among the degrees of basic pyschological needs satisfaction, motivation and mathematics anxiety of high school students] (10th grade) (Unpublished master’s thesis). Abant Izzet Baysal University, Bolu, Turkey.
  • Eldemir, H. H. (2006). Sinif ogretmeni adaylarinin matematik kaygisinin bazi psiko-sosyal degiskenler acisindan incelenmesi (Cumhuriyet universitesi ornegi) [Examining of preservice primary teachers'mathematics anxiety in relation to some psycho-social variables] (Unpublished master’s thesis). Cumhuriyet University, Sivas, Turkey.
  • Elemek, M. A. (2008). Ogrenme bozuklugu olan cocuklarda benlik saygisinin ve kaygi durumunun incelenmesi [A study about self-respect and anxiety level with learning disorder] (Unpublished master’s thesis). Marmara University, Istanbul, Turkey.
  • Fiore, A. M. (2003). Gender differences in test anxiety (Unpublisherd master thesis). The College of Human Resources and Education, West Virginia University, West Virginia, USA.
  • Girgin, G. (1990). Farkli sosyo ekonomik kesimden 13-15 yas grubu ogrencilerde kaygi alanlari ve kaygi duzeylerinin basariyla iliskisi [The relationship between anxiety levels and anxiety areas with academic achievement in 13-15 age group students from different socio-economic backgrounds] (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Greenwood, J. (1984). My anxieties about math anxiety. Mathematics Teacher, 77(9), 662–663.
  • Gumus, A. (1997). Universite ogrencilerinin sosyal kaygi duzeylerinin cesitli degiskenlere gore incelenmesi [Examination of social anxiety levels of university students according to various variables] (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25–46. doi: 10.1023/A:1016048823497
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. doi: 10.2307/749455
  • Ilhan, M., & Oner-Sunkur, M. (2013). Matematik kaygisinin matematik basarisini yordama gucunun cinsiyet ve sinif degiskeni acisindan incelenmesi [Investigation of Predictive Power of Mathematics Anxiety on Mathematics Achievement in Terms of Gender and Class Variables]. Gaziantep University Journal of Social Sciences, 12(3), 427-441.
  • Kececi, T. (2011, April). Matematik kaygisi ve korkusu ile mucadele yollari [Methods of combating math anxiety and fear]. Paper presented at the 2nd International Conference on New Trends in Education and Their Implications, Antalya, Turkey.
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualisation. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (575–596). Reston, VA: The National Council of Teachers of Mathematics.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
  • Ministry of Education of Turkey (2005). Ilkogretim matematik 6-8 sinif ogretim programi [Elementary Mathematics Curriculum for 6-8 Grade]. Ankara: MEB.
  • Newstead, K. (1998). Aspects of childrens’ mathematics anxiety. Educational Studies in Mathematics, 36(1), 53–71.
  • Olpak, Y. Z., Arican, M., & Baltaci, S. (2018). Ogretmen adaylarinin ogrenme yaklasimlarinin ve bireysel yenilikcilik ozelliklerinin akran ogretimine yonelik memnuniyetlerine etkisi [The effects of preservice teachers’ learning approaches and individual innovativeness characteristics on their satisfaction towards peer instruction]. Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi [Van Yuzuncu Yil University Journal of Education], 15(1), 525-551. doi: 10.23891/efdyyu.2018.78
  • Olpak, Y. Z., Baltaci, S., & Arican, M. (2018). Investigation the effects of peer instruction on preservice mathematics teachers' achievements in statistics probability. Education and Information Technologies, 23(6), 2323–2340. doi:10.1007/s10639-018-9717-3
  • Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd ed.). London, UK: Sage Publications.
  • Richardson, F. C., & Suinn, R. M. (1972).The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. doi: 10.1037/h0033456
  • Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11(4), 319-338. doi: 10.1207/S15327965PLI1104_03
  • Sargin, N. (1990). Lise I. ve III. sinif ogrencilerinin durumluk-surekli kaygi duzeylerinin belirlenip karsilastirilmasi [Determining and comparing the state-trait anxiety levels of high school 1st grade and third grade students] (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Simsek, H. (2010). Guneydogu anadolu bolgesindeki lise ogrencilerinin sosyal butunlesme duzeyleri ve gelecek beklentileri () [Social integration levels and future expectations of high school students in Southeast Anatolia region]. 109K300 Nolu Proje Sonuc Raporu [Project Result Report No. 109K300]. Ankara, Turkey: TUBITAK.
  • Sirmaci, N. (2007). A Study on the investigation of the university students’ anxiety and attitudes toward mathematics: Erzurum Sample. Education and Science, 145(35). 53–70.
  • Skemp, R. R. (1986). The psychology of learning mathematics. Harmondsworth, UK: Penguin.
  • Spielberger, C. D. (1979). Understanding stress and anxiety. New York, NY: Harper & Row.
  • Stodolsky, S. S. (1985). Telling math: Origins of math aversion and anxiety. Educational Psychologist, 20(3), 125–133.
  • Tasdemir, C. (2008). Ilkogretim 6., 7. ve 8. sinif ogrencilerinin matematik dersine yonelik tutumlarinin bazi degiskenlere gore belirlenmesi: Bitlis ili ornegi [Detection of the elementary educatlon 6, 7 and 8 level students' attitudes to the mathematic lesson in according to the some variables: an example for Bitlis city]. Journal of Kazım Karabekir Education Faculty, 17, 184–201.
  • Tobias, S. (1978). Overcoming math anxiety. New York, NY: Norton.
  • Turgut, F. M., & Baykul, Y. (2010). Egitimde olcme ve degerlendirme [Measurement and evaluation in education]. Ankara, Turkey: Pegem Akademi.
  • Uysal, O. (2007) Ilkogretim II. kademe ogrencilerinin matematik dersine yonelik problem cozme becerileri, kaygilari ve tutumlari arasindaki iliskilerin degerlendirilmesi [Evaluation of Relation between Problem Solving Skills, Anxiety and Attitudes of Secondary Education Grade II Students directed towards Mathematics Course] (Unpublished master’s thesis). Dokuz Eylul University, Izmir, Turkey.
  • Vacc, N. N. (1993). Teaching and learning mathematics through classroom discussion. Arithmetic Teacher, 41(4), 225–227.
  • Varol, S. (1990). Lise son sinif ogrencilerinin kaygilarini etkileyen etmenler [Factors affecting the concerns of senior high school students] (Unpublished master’s thesis). Ondokuz Mayis University, Samsun, Turkey.
  • Von Glasersfeld, E. (Ed.) (1991). Radical constructivism in mathematics education. New York, NY: Kluwer Academic Publishers
  • Wigfield, A., & Meece, J.L., (1988). Math anxiety in elementary and secondary school students. Journal of Educational Psychology, 80(2), 210–216.
  • Yenilmez, K., & Ozabaci, N. (2003). Yatili ogretmen okulu ogrencilerinin matematik ile ilgili tutumlari ve matematik kaygi duzeyleri arasindaki iliski uzerine bir arastirma [The relationship between mathematics attitudes and mathematics anxiety of teacher high school students]. Pamukkale University Journal of Education, 2(14), 132–146.
  • Yetim, H. (2006). Ilkogretim 8. sinif ogrencilerinin matematik ve turkce derslerine yonelik tutumlari ile bu derslerdeki basarilari arasindaki iliski [The relationship between 8th grade primary school students' attitudes towards mathematics and Turkish courses and their achievement in these courses] (Unpublished doctoral thesis). Dokuz Eylul University, Izmir, Turkey.
  • Yildirim, A., & H. Simsek, (2006). Sosyal bilimlerde nitel arastirma teknikleri [Qualitative research techniques in social sciences]. Ankara, Turkey: Seckin.
  • Yildiz, A., & Baltaci, S. (2018). Iki farkli kurumda calisan ortaokul matematik ogretmenlerinin yaraticiligi destekleme durumlarinin incelenmesi [An analysis of the creativity fostering behaviors of secondary school mathematics teachers working at two different institutions]. Yuzuncu Yil Universitesi Egitim Fakultesi Dergisi [Van Yuzuncu Yil University Journal of Education], 15(1), 1392-1418. doi: 10.23891/efdyyu.2018.109
  • Yilmaz, M. (2006). Ilkogretim 6.sinif ogrencilerinin matematik dersine iliskin tutumlarinin bazi degiskenlere gore incelenmesi [Examining the attitudes of the 6th grade students in the mathematics course according to some variables]. Milli Egitim Dergisi [Journal of National Educational], 35(172), 240–249.
There are 55 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Davut Aydin

Cahit Aytekin

Publication Date April 15, 2019
Published in Issue Year 2019

Cite

APA Aydin, D., & Aytekin, C. (2019). Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates. European Journal of Educational Research, 8(2), 421-431. https://doi.org/10.12973/eu-jer.8.2.421
AMA Aydin D, Aytekin C. Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates. eujer. April 2019;8(2):421-431. doi:10.12973/eu-jer.8.2.421
Chicago Aydin, Davut, and Cahit Aytekin. “Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates”. European Journal of Educational Research 8, no. 2 (April 2019): 421-31. https://doi.org/10.12973/eu-jer.8.2.421.
EndNote Aydin D, Aytekin C (April 1, 2019) Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates. European Journal of Educational Research 8 2 421–431.
IEEE D. Aydin and C. Aytekin, “Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates”, eujer, vol. 8, no. 2, pp. 421–431, 2019, doi: 10.12973/eu-jer.8.2.421.
ISNAD Aydin, Davut - Aytekin, Cahit. “Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates”. European Journal of Educational Research 8/2 (April 2019), 421-431. https://doi.org/10.12973/eu-jer.8.2.421.
JAMA Aydin D, Aytekin C. Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates. eujer. 2019;8:421–431.
MLA Aydin, Davut and Cahit Aytekin. “Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates”. European Journal of Educational Research, vol. 8, no. 2, 2019, pp. 421-3, doi:10.12973/eu-jer.8.2.421.
Vancouver Aydin D, Aytekin C. Controlling Mathematics Anxiety by the Views of Guidance and Psychological Counseling Candidates. eujer. 2019;8(2):421-3.