Research Article
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Year 2022, , 619 - 635, 30.09.2022
https://doi.org/10.31681/jetol.1115994

Abstract

References

  • Albion, P., Jamieson-Proctor, R., & Finger, G. (2010). Auditing the TPACK confidence of Australian pre-service teachers: The TPACK confidence survey (TCS). In Society for Information Technology & Teacher Education International Conference (pp. 3772-3779). Association for the Advancement of Computing in Education (AACE).
  • Alkan, V. (2013). Reducing Mathematics Anxiety: The ways implemented by teachers at primary schools. International Journal of Social Science & Education, 3(3), 795–807. https://eric.ed.gov/?id=ED598328#:~:text=The%20results%20revealed%20that%20to,also%20getting%20support%20from%20parents.
  • Alshehri, K. (2012). The influence of mathematics teachers' knowledge in technology, pedagogy and content (TPCK) on their teaching effectiveness in Saudi public schools [Doctoral dissertation, University of Kansas]. USA. https://core.ac.uk/download/pdf/213399592.pdf
  • Altundal, H. (2013). Investigation the Connection between The Thinking Styles of The Applicant Teachers and Anxiety of Teaching Maths. [Master Thesis, Necmettin Erbakan Unıversity]. Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=pl4_utr-14GqPrPs39Zcyw&no=rY0LOiGXIEiSMvhf98JlWQ
  • Ardıç, M. A. (2021). Examination of Turkish mathematics teachers technology integration levels and their self-confidence in TPCK. Malaysian Online Journal of Educational Technology, 9(4), 31-49. https://doi.org/10.52380/mojet.2021.9.4.253
  • Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274. https://link.springer.com/article/10.1023/A:1022103903080
  • Aydın, E., Delice, A., Dilmaç, B., & Ertekin, E. (2009). The ınfluence of gender, grade and ınstitution on primary school mathematics student teachers' anxiety levels. İlköğretim Online, 8(1), 231-242. https://www.researchgate.net/publication/344616003_The_Influence_of_Gender_Grade_and_Institution_on_Primary_School_Mathematics_Student_Teachers'_Anxiety_Levels
  • Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher's Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259-276. http://doi.org/10.22342/jme.11.2.10818.259-276.
  • Başpinar, K. (2015). Pre-servıce prımary school teachers’ mathematıcal belıefs and theır mathematıcs teachıng anxıety. [Master's thesis, Afyon Kocatepe University]. Turkey. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/26613/yokAcikBilim_10089423.pdf?sequence=-1&isAllowed=y
  • Bick-har, L. (2016). The relationship between conceptions of teaching and approaches to teaching. Teachers and Teaching,12, 693–713. https://doi.org/10.1080/13540600601029744
  • 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
  • Cantimer, G. G. (2021). Thematic analysis of studies on mathematics teaching anxiety. International Journal of Psychology and Educational Studies, 8(1), 135-147. https://doi.org/10.17220/ijpes.2021.8.1.271
  • Doruk, M., & Kaplan, A. (2013). Examining mathematics anxiety of prospective primary school and prospective primary mathematics teachers. Kastamonu Education Journal, 21(4), 1505-1522.
  • Drijvers, P. H. M., Monaghan, J., Thomas, M., & Trouche, L. (2017). Use of technology in secondary mathematics. Journal for Research in Mathematics Education, 4(3), 14–23. http://dspace.library.uu.nl/handle/1874/315455
  • Durndell, A., & Haag, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in human behavior, 18(5), 521-535. https://doi.org/10.1016/S0747-5632(02)00006-7
  • Eickelmann, B., & Vennemann, M. (2017). Teachers' attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update. Boston: Pearson
  • Gleason, J. (2008). Relationships between pre-service elementary teachers' mathematics anxiety and content knowledge for teaching. Journal of Mathematics Science and Mathematics Education, 3(1), 39-47. https://www.researchgate.net/profile/Jim-Gleason-3/publication/261705573_Relationships_between_Pre-service_Elementary_Teachers'_Mathematics_Anxiety_and_Content_Knowledge_for_Teaching/links/0c960535148d2611fd000000/Relationships-between-Pre-service-Elementary-Teachers-Mathematics-Anxiety-and-Content-Knowledge-for-Teaching.pdf
  • Goos, M., & Bennison, A. (2008). Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20(3), 102-130. https://link.springer.com/article/10.1007/BF03217532
  • Gökoğlu Uçar, B. (2019). A study on the relationship between the pre-service mathematics teachers' technological pedagogical content knowledge and mathematics teaching anxiety [Master’s Degree, Necmettin Erbakan University], Turkey. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/295198/yokAcikBilim_10263361.pdf?sequence=-1&isAllowed=y
  • Haciomeroglu, G. (2013). Mathematics anxiety and mathematical beliefs: What ıs the relationship in elementary pre-service teachers?. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. https://eric.ed.gov/?id=EJ1005311
  • Hoşşirin-Elmas, S. (2010). The pre-servıce prımary school teachers’ mathematıcs teachıng anxıety levels and the reasons whıch cause thıs anxıety. [Master's thesis, Afyon Kocatepe University]. Turkey. https://acikerisim.aku.edu.tr/xmlui/bitstream/handle/11630/2708/384492.pdf?sequence=1&isAllowed=y
  • Jackson, M. (2017). Integration of ICT in the mathematics classroom. Journal of Initial Teacher Inquiry, 3(1), 90–93. http://dx.doi.org/10.26021/811
  • Judson, E. (2014). How teachers integrate technology and their beliefs about learning: Is there a connection?. Journal of Information Technology for Teacher Education, 14,581–597. https://www.learntechlib.org/primary/p/6046/.
  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian journal of Educational Technology, 31(4). https://doi.org/10.14742/ajet.1240
  • Karatas, I., Tunc, M. P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service middle school mathematics teachers towards instructional technologies. Journal of Educational Technology & Society, 20(3), 122-132. https://www.jstor.org/stable/26196124?casa_token=jZ1kbw1GDsEAAAAA%3ANk2tpiu-6Ihmf0BfXyPRR8Yiv1d5YtS3Q0P0GjAzhF_0sWc4UPLCXNzx2QMucM-wmLgCgZ-Kub3AZjRK5s5liBbdRhh6seYTqLfc05AaPCRoDE43nFRo&seq=1
  • Küçük, D. B., Cansız, Ş., Deniz, D., Çevik, K. C., & İşleyen, 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. https://www.academia.edu/30854640/The_Investigation_of_Primary_School_Teacher_Candidates_Anxiety_Levels_for_Teaching_Mathematics_in_Terms_of_Different_Variables_The_Example_of_Bayburt_1
  • Küçüktepe, C., & Balkan, S. (2021). Investigation of the Relationship between Class Teachers' Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables. International Education Studies, 14(7), 91-100. https://doi.org/10.5539/ies.v14n7p91
  • Leary, K. O., Fitzpatrick, C. L., & Hallett, D. (2017). Math anxiety Is related to Some, but Not All, Experiences with Math. Original Research, 8, 1–14. https://doi.org/10.3389/fpsyg.2017.02067
  • McGlynn-Stewart, M. (2010). Listening to students, listening to myself: Addressing pre-service teachers' fears of mathematics and teaching mathematics. Studying Teacher Education, 6(2), 175-186. https://doi.org/10.1080/17425964.2010.495898
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://www.learntechlib.org/p/99246/?nl=1
  • Mji, A., & Arigbabu, A. A. (2012). Relationships between and among pre-service mathematics teachers' conceptions, efficacy beliefs and anxiety. Journal of Education Beliefs, 4(3), 261–270. https://doi.org/10.1080/09751122.2012.11890051
  • Neuman, W. L. (6th ed.). (2006). Social research methods-Qualitative and quantitative approaches. Boston: Pearson Education.
  • Dikkartin Ovez, F. T., & Akyuz, G. (2013). Modelling technological pedagogical content knowledge constructs of preservice elementary mathematics teachers. Education and Science, 38(170), 321-334. https://www.researchgate.net/publication/286015225_Modelling_Technological_Pedagogical_Content_Knowledge_Constructs_Of_Preservice_Elementary_Mathematics_Teachers/link/61fd266971d5fc63cb23325e/download
  • Peker, M. (2006). The development of mathematıcs teachıng anxıety scale. Journal of Educational Sciences & Practices, 5(9). https://www.ejmste.com/download/pre-service-teachers-teaching-anxiety-about-mathematics-and-their-learning-styles-4165.pdf
  • Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 335-345. https://www.ejmste.com/article/pre-service-teachers-teaching-anxiety-about-mathematics-and-their-learning-styles-4165
  • Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  • Peker, M., Halat, E., & Mirasyedioğlu, Ş. (2010). Gender related differences in mathematics teaching anxiety. The Mathematics Educator, 12(2), 125-140. https://www.researchgate.net/profile/Murat-Peker-2/publication/256482010_Gender_related_differences_in_mathematics_teaching_anxiety/links/58493e1808ae61f75de58a93/Gender-related-differences-in-mathematics-teaching-anxiety.pdf
  • Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPCK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59. https://www.learntechlib.org/p/34610/
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
  • Serin, M. K. (2017, August). Investıgatıon of pre-servıce prımary school teachers’mathematıcs anxıety and mathematıcs teachıng anxıety1. In International Congress Of Eurasian Social Sciences (ICOESS) Special Issue.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://people.ucsc.edu/~ktellez/shulman.pdf
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
  • Tatar, E., Zengin, Y., & Kagizmanli, T. B. (2016). Examining levels of mathematics teaching anxiety of pre-service teachers. Journal of Theoretical Educational Science, 9(1), 38-56. http://dx.doi.org/10.5578/keg.10006
  • Tekin, V.N. (2006). Introduction to Statistics [İstatistiğe Giriş]. Ankara: Seçkin.
  • Trouche, L. (2005). An instrumental approach to mathematics learning in symbolic calculator environments. In The didactical challenge of symbolic calculators (pp. 137-162). Springer, Boston, MA.
  • Uçar, B. G., & Ertekin, E. (2019). A study on the relationship between the pre-service mathematics teachers' technological pedagogical content knowledge and mathematics teaching anxiety. Research on Education and Psychology, 3(2), 209-224.
  • Yanuarto, W. N., Maat, S. M., and Husnin, H. (2020). Teachers’ anxiety and technological pedagogical content knowledge (TPACK) in mathematics. International Journal of Academic Research in Business and Social Sciences. 10(11), 441-451. http://dx.doi.org/10.6007/IJARBSS/v10-i11/8115
  • Zevenbergen, R. (2005). The construction of a mathematical habitus: Implications of ability grouping in the middle years. Journal of Curriculum Studies, 37(5), 607-619. https://doi.org/10.1080/00220270500038495

The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety

Year 2022, , 619 - 635, 30.09.2022
https://doi.org/10.31681/jetol.1115994

Abstract

The aim of this study is to examine the relationship between pre-service mathematics teachers' technological pedagogical content knowledge and their anxiety about teaching mathematics according to gender and class variables. The relational survey model, which is one of the general survey model types, was used in the research carried out by following the quantitative paradigm. Data were collected online from 196 pre-service teachers using the "Mathematics Teaching Anxiety Scale" and the "Technological Pedagogical Content Knowledge Scale". T-test, one way ANOVA and Pearson's Product Moments Correlation Analysis were used in the analysis of the data. The results showed that the pre-service teachers' genders and classes did not affect their mathematics teaching anxieties and technological pedagogical content knowledge. It also revealed a weak positive relationship between the pre-service teachers' technological pedagogical content knowledge and mathematics teaching anxieties.

References

  • Albion, P., Jamieson-Proctor, R., & Finger, G. (2010). Auditing the TPACK confidence of Australian pre-service teachers: The TPACK confidence survey (TCS). In Society for Information Technology & Teacher Education International Conference (pp. 3772-3779). Association for the Advancement of Computing in Education (AACE).
  • Alkan, V. (2013). Reducing Mathematics Anxiety: The ways implemented by teachers at primary schools. International Journal of Social Science & Education, 3(3), 795–807. https://eric.ed.gov/?id=ED598328#:~:text=The%20results%20revealed%20that%20to,also%20getting%20support%20from%20parents.
  • Alshehri, K. (2012). The influence of mathematics teachers' knowledge in technology, pedagogy and content (TPCK) on their teaching effectiveness in Saudi public schools [Doctoral dissertation, University of Kansas]. USA. https://core.ac.uk/download/pdf/213399592.pdf
  • Altundal, H. (2013). Investigation the Connection between The Thinking Styles of The Applicant Teachers and Anxiety of Teaching Maths. [Master Thesis, Necmettin Erbakan Unıversity]. Turkey. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=pl4_utr-14GqPrPs39Zcyw&no=rY0LOiGXIEiSMvhf98JlWQ
  • Ardıç, M. A. (2021). Examination of Turkish mathematics teachers technology integration levels and their self-confidence in TPCK. Malaysian Online Journal of Educational Technology, 9(4), 31-49. https://doi.org/10.52380/mojet.2021.9.4.253
  • Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7(3), 245-274. https://link.springer.com/article/10.1023/A:1022103903080
  • Aydın, E., Delice, A., Dilmaç, B., & Ertekin, E. (2009). The ınfluence of gender, grade and ınstitution on primary school mathematics student teachers' anxiety levels. İlköğretim Online, 8(1), 231-242. https://www.researchgate.net/publication/344616003_The_Influence_of_Gender_Grade_and_Institution_on_Primary_School_Mathematics_Student_Teachers'_Anxiety_Levels
  • Bakar, N. S. A., Maat, S. M., & Rosli, R. (2020). Mathematics Teacher's Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge. Journal on Mathematics Education, 11(2), 259-276. http://doi.org/10.22342/jme.11.2.10818.259-276.
  • Başpinar, K. (2015). Pre-servıce prımary school teachers’ mathematıcal belıefs and theır mathematıcs teachıng anxıety. [Master's thesis, Afyon Kocatepe University]. Turkey. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/26613/yokAcikBilim_10089423.pdf?sequence=-1&isAllowed=y
  • Bick-har, L. (2016). The relationship between conceptions of teaching and approaches to teaching. Teachers and Teaching,12, 693–713. https://doi.org/10.1080/13540600601029744
  • 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
  • Cantimer, G. G. (2021). Thematic analysis of studies on mathematics teaching anxiety. International Journal of Psychology and Educational Studies, 8(1), 135-147. https://doi.org/10.17220/ijpes.2021.8.1.271
  • Doruk, M., & Kaplan, A. (2013). Examining mathematics anxiety of prospective primary school and prospective primary mathematics teachers. Kastamonu Education Journal, 21(4), 1505-1522.
  • Drijvers, P. H. M., Monaghan, J., Thomas, M., & Trouche, L. (2017). Use of technology in secondary mathematics. Journal for Research in Mathematics Education, 4(3), 14–23. http://dspace.library.uu.nl/handle/1874/315455
  • Durndell, A., & Haag, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in human behavior, 18(5), 521-535. https://doi.org/10.1016/S0747-5632(02)00006-7
  • Eickelmann, B., & Vennemann, M. (2017). Teachers' attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update. Boston: Pearson
  • Gleason, J. (2008). Relationships between pre-service elementary teachers' mathematics anxiety and content knowledge for teaching. Journal of Mathematics Science and Mathematics Education, 3(1), 39-47. https://www.researchgate.net/profile/Jim-Gleason-3/publication/261705573_Relationships_between_Pre-service_Elementary_Teachers'_Mathematics_Anxiety_and_Content_Knowledge_for_Teaching/links/0c960535148d2611fd000000/Relationships-between-Pre-service-Elementary-Teachers-Mathematics-Anxiety-and-Content-Knowledge-for-Teaching.pdf
  • Goos, M., & Bennison, A. (2008). Surveying the technology landscape: Teachers’ use of technology in secondary mathematics classrooms. Mathematics Education Research Journal, 20(3), 102-130. https://link.springer.com/article/10.1007/BF03217532
  • Gökoğlu Uçar, B. (2019). A study on the relationship between the pre-service mathematics teachers' technological pedagogical content knowledge and mathematics teaching anxiety [Master’s Degree, Necmettin Erbakan University], Turkey. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/295198/yokAcikBilim_10263361.pdf?sequence=-1&isAllowed=y
  • Haciomeroglu, G. (2013). Mathematics anxiety and mathematical beliefs: What ıs the relationship in elementary pre-service teachers?. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. https://eric.ed.gov/?id=EJ1005311
  • Hoşşirin-Elmas, S. (2010). The pre-servıce prımary school teachers’ mathematıcs teachıng anxıety levels and the reasons whıch cause thıs anxıety. [Master's thesis, Afyon Kocatepe University]. Turkey. https://acikerisim.aku.edu.tr/xmlui/bitstream/handle/11630/2708/384492.pdf?sequence=1&isAllowed=y
  • Jackson, M. (2017). Integration of ICT in the mathematics classroom. Journal of Initial Teacher Inquiry, 3(1), 90–93. http://dx.doi.org/10.26021/811
  • Judson, E. (2014). How teachers integrate technology and their beliefs about learning: Is there a connection?. Journal of Information Technology for Teacher Education, 14,581–597. https://www.learntechlib.org/primary/p/6046/.
  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian journal of Educational Technology, 31(4). https://doi.org/10.14742/ajet.1240
  • Karatas, I., Tunc, M. P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service middle school mathematics teachers towards instructional technologies. Journal of Educational Technology & Society, 20(3), 122-132. https://www.jstor.org/stable/26196124?casa_token=jZ1kbw1GDsEAAAAA%3ANk2tpiu-6Ihmf0BfXyPRR8Yiv1d5YtS3Q0P0GjAzhF_0sWc4UPLCXNzx2QMucM-wmLgCgZ-Kub3AZjRK5s5liBbdRhh6seYTqLfc05AaPCRoDE43nFRo&seq=1
  • Küçük, D. B., Cansız, Ş., Deniz, D., Çevik, K. C., & İşleyen, 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. https://www.academia.edu/30854640/The_Investigation_of_Primary_School_Teacher_Candidates_Anxiety_Levels_for_Teaching_Mathematics_in_Terms_of_Different_Variables_The_Example_of_Bayburt_1
  • Küçüktepe, C., & Balkan, S. (2021). Investigation of the Relationship between Class Teachers' Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables. International Education Studies, 14(7), 91-100. https://doi.org/10.5539/ies.v14n7p91
  • Leary, K. O., Fitzpatrick, C. L., & Hallett, D. (2017). Math anxiety Is related to Some, but Not All, Experiences with Math. Original Research, 8, 1–14. https://doi.org/10.3389/fpsyg.2017.02067
  • McGlynn-Stewart, M. (2010). Listening to students, listening to myself: Addressing pre-service teachers' fears of mathematics and teaching mathematics. Studying Teacher Education, 6(2), 175-186. https://doi.org/10.1080/17425964.2010.495898
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://www.learntechlib.org/p/99246/?nl=1
  • Mji, A., & Arigbabu, A. A. (2012). Relationships between and among pre-service mathematics teachers' conceptions, efficacy beliefs and anxiety. Journal of Education Beliefs, 4(3), 261–270. https://doi.org/10.1080/09751122.2012.11890051
  • Neuman, W. L. (6th ed.). (2006). Social research methods-Qualitative and quantitative approaches. Boston: Pearson Education.
  • Dikkartin Ovez, F. T., & Akyuz, G. (2013). Modelling technological pedagogical content knowledge constructs of preservice elementary mathematics teachers. Education and Science, 38(170), 321-334. https://www.researchgate.net/publication/286015225_Modelling_Technological_Pedagogical_Content_Knowledge_Constructs_Of_Preservice_Elementary_Mathematics_Teachers/link/61fd266971d5fc63cb23325e/download
  • Peker, M. (2006). The development of mathematıcs teachıng anxıety scale. Journal of Educational Sciences & Practices, 5(9). https://www.ejmste.com/download/pre-service-teachers-teaching-anxiety-about-mathematics-and-their-learning-styles-4165.pdf
  • Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 335-345. https://www.ejmste.com/article/pre-service-teachers-teaching-anxiety-about-mathematics-and-their-learning-styles-4165
  • Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  • Peker, M., Halat, E., & Mirasyedioğlu, Ş. (2010). Gender related differences in mathematics teaching anxiety. The Mathematics Educator, 12(2), 125-140. https://www.researchgate.net/profile/Murat-Peker-2/publication/256482010_Gender_related_differences_in_mathematics_teaching_anxiety/links/58493e1808ae61f75de58a93/Gender-related-differences-in-mathematics-teaching-anxiety.pdf
  • Polly, D. (2011). Examining teachers’ enactment of technological pedagogical and content knowledge (TPCK) in their mathematics teaching after technology integration professional development. Journal of Computers in Mathematics and Science Teaching, 30(1), 37-59. https://www.learntechlib.org/p/34610/
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544
  • Serin, M. K. (2017, August). Investıgatıon of pre-servıce prımary school teachers’mathematıcs anxıety and mathematıcs teachıng anxıety1. In International Congress Of Eurasian Social Sciences (ICOESS) Special Issue.
  • Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://people.ucsc.edu/~ktellez/shulman.pdf
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
  • Tatar, E., Zengin, Y., & Kagizmanli, T. B. (2016). Examining levels of mathematics teaching anxiety of pre-service teachers. Journal of Theoretical Educational Science, 9(1), 38-56. http://dx.doi.org/10.5578/keg.10006
  • Tekin, V.N. (2006). Introduction to Statistics [İstatistiğe Giriş]. Ankara: Seçkin.
  • Trouche, L. (2005). An instrumental approach to mathematics learning in symbolic calculator environments. In The didactical challenge of symbolic calculators (pp. 137-162). Springer, Boston, MA.
  • Uçar, B. G., & Ertekin, E. (2019). A study on the relationship between the pre-service mathematics teachers' technological pedagogical content knowledge and mathematics teaching anxiety. Research on Education and Psychology, 3(2), 209-224.
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There are 50 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Emine Nur Ünveren Bilgiç 0000-0001-9684-4192

Publication Date September 30, 2022
Published in Issue Year 2022

Cite

APA Ünveren Bilgiç, E. N. (2022). The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety. Journal of Educational Technology and Online Learning, 5(3), 619-635. https://doi.org/10.31681/jetol.1115994


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