Investigation of the Effects of Mathematical Thinking States of Form Teachers on Their Mathematics Teaching Anxieties

Year 2017, Volume: 6 Issue: 4, 485 - 493, 15.10.2017

Alper Yorulmaz Sedat Altintas Sabri Sidekli

https://doi.org/10.12973/eu-jer.6.4.485

Abstract

The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of education, the anxiety in form teachers in primary school regarding teaching mathematics is important. Within this context, the objective of this study is to investigate the effect of mathematical thinking states of form teachers on their anxieties regarding mathematics teaching. The sample group comprises 194 form teachers working in state schools of Bagcilar district, Istanbul province in the spring term of 2015-2016 academic year. As data collection tools, mathematical thinking scale and anxiety scale for the mathematics teaching anxiety of form teachers were used. To test the predictive power of mathematical thinking regarding the mathematics teaching anxiety, Multiple Linear Regression Analysis was used. It was found that the form teachers had high mathematical thinking scores and had low anxiety scores. A low degree, negative and significant correlation was found between the mathematical thinking and anxiety of form teachers regarding mathematics teaching. Moreover, it was found that mathematical thinking had an effect on the anxiety in form teachers regarding mathematics teaching

Keywords

Form teacher, mathematics, mathematical thinking, mathematics teaching

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