Thematic Analysis of Studies on Mathematics Teaching Anxiety

Year 2021, Volume: 8 Issue: 1, 135 - 147, 27.01.2021

Gülşah Gerez Cantimer

https://doi.org/10.17220/ijpes.2021.8.1.271

Abstract

The aim of this study is to examine studies on mathematics teaching anxiety thematically. For this purpose, 44 research articles on mathematics teaching anxiety published between 2000-2020 were examined. Studies were collected through document review and evaluated in terms of publication year, sample type, method, data collection tools, purpose and results. The data obtained was analyzed with the method of content analysis and presented in tables and graphs together with their frequencies. As a result of the study, it was determined that the most studies on mathematics teaching anxiety were conducted between 2018-2020, more studies were carried out with pre-service teachers, quantitative research methods were used more, and scale was mostly preferred as a measurement tool. The differences and similarities between the studies were determined by their purposes and results, and suggestions were made for further studies.

Keywords

Mathematics education,, mathematics teaching anxiety,, content analysis.

References

• Albayrak, E., & Çiltaş, A. (2017). Türkiye’de matematik eğitimi alanında yayınlanan matematiksel model ve modelleme araştırmalarının betimsel içerik analizi. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(9), 258-283.
• Alkan, V. (2018). A systematic review research: “Mathematics anxiety” in Turkey. International Journal of Assessment Tools in Education, 5(3), 567–592.
• Ameen, E. C., Guffey, D. M., & Jackson, C. (2002). Evidence of teaching anxiety among accounting educators. Journal of Education for Business, 78(1), 16–22.
• Aytekin, C., Türkmenoğlu, H., & Arıkan, N. (2017). Matematik ve fen öğretimine yönelik kaygı (MFÖK) ölçeğinin Türkçe’ye uyarlanması. Kırşehir Eğitim Fakültesi Dergisi, 18(3), 2147-1037.
• Baloğlu, M., & Koçak. R. A. (2006). Multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40 (1), 59-76.
• Başpınar, K. (2015). Sınıf öğretmeni adaylarının matematiksel inançları ve matematik öğretme kaygıları üzerine bir araştırma. (Unpublished master's thesis). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyon.
• Bekdemir, M. (2010). The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75, 311–28.
• Brown, A. B., Westenskow, A., & Moyer-Packenham, P. S. (2011). Elementary pre-service teachers: Can they experience mathematics teaching anxiety without having mathematics anxiety? Issues in the Undergraduate Mathematics Preparation of School Teachers, 5, 1-14.
• Brown, J., Ortiz-Padilla, M., & Soto-Varela, R. (2020). Does mathematical anxiety differ cross-culturally? Journal of New Approaches in Educational Research, 9(1), 126-136.
• Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
• Çiltaş, A., Güler, G., & Sözbilir, M. (2012). Mathematics Education Research in Turkey: A Content Analysis Study. Educational Sciences: Theory and Practice, 12(1), 574-580.
• Dreger, R. M., & Aiken, L. R. Jr. (1957). The İdentification of number anxiety in a college population. Journal of Educational Psychology, 48, 344-351.
• Fadlelmula, F. K. (2013). The influence of micro teaching applications on pre-service teachers’ anxieties toward teaching mathematics. Mediterranean Journal of Educational Research, 14, 1-6.
• 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.
• Geçici, M. E., & Türnüklü, E. (2020). Türkiye’de problem kurma üzerine hazırlanan tezlerin tematik açıdan incelenmesi. International e-Journal of Educational Studies, 4(7), 56-69.
• Gresham, G. (2010). A study exploring exceptional education pre-service teachers' mathematics anxiety. Issues in the Undergraduate Mathematics Preparation of School Teachers, 4, 1-14.
• Hadley, K. M., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum and Instruction, 5(2), 27-44.
• Hannula, M. (2005). Affect in mathematical thinking and learning. The future of mathematics education and mathematics learning. Strobl, Austria: BIFEB.
• Hoffman, B. (2010). “I think I can, but I'm afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and individual differences, 20(3), 276-283.
• Hoşşirin Elmas, S. (2010). Sınıf öğretmeni adaylarının matematik öğretmeye yönelik kaygı düzeyleri ve bu kaygıya neden olan faktörler. (Yayımlanmamış yüksek lisans tezi). Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
• Hunt, T. E., & Sari, M. H. (2019). An English version of the mathematics teaching anxiety scale. International Journal of Assessment Tools in Education, 6(3), 436-443.
• Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240-249.
• Köse, S., & Yüzüak, A. V. (2020). Fen ve matematik eğitiminde ters yüz edilmiş sınıf modeliyle ilgili yapılan çalışmalar: Tematik bir inceleme. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 4(1), 15-33.
• Liu, F. (2016). Anxiety towards teaching mathematics and science: Correlation, prevalence, and intensity. Journal of Mathematics Education, 9(1), 29-46.
• Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115–128.
• McLeod, B. D., Weisz, J. R., & Wood, J. J. (2007). Examining the association between parenting and childhood depression: A meta-analysis. Clinical Psychology Review, 27, 986–1003.
• McMinn, M. (2019). Investigating pre-service teachers’ mathematics anxiety, teaching anxiety, self-efficacy, beliefs about mathematics and perceptions of the learning environment. (Unpublished doctoral dissertation). Curtin University.
• Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter. Journal of Education and Practice, 4(3), 132–133.
• Öztürk, S., & Serin, M. K. (2020). Sınıf öğretmeni adaylarının üstbilişsel farkındalıkları ile matematik öğretmeye yönelik kaygılarının incelenmesi. Kastamonu Eğitim Dergisi, 28(2), 1013-1025.
• Peker, M. (2006). Matematik öğretimine yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama Dergisi, 5(9), 73-92.
• Peker, M. & Halat, E. (2008). The pre-service elementary school teachers’ mathematics teaching anxiety and gender. Paper presented at European Conference on Educational Research, Göteborg, Sweden.
• Peker, M., & Ulu, M. (2018). The effect of pre-service mathematics teachers' beliefs about mathematics teaching-learning on their mathematics teaching anxiety. International Journal of Instruction, 11(3), 249-264.
• Richardson, F. C., & Suinn, R.M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554.
• Sarı, M. H. (2014). Sınıf öğretmenlerine yönelik matematik öğretimi kaygı ölçeği geliştirme. Elementary Education Online, 13(4), 1296-1310.
• Stevens, K. C. (2010). The effects of gender and teaching method on secondary students' mathematics anxiety. Walden University.
• Suarez-Pellicioni, M., Nunez-Pena, M. I., & Colome, A. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective&Behavioral Neuroscience, 16(1), 3-22.
• Tatar, E., Kağızmanlı, T. B., & Akkaya, A. (2013). Türkiye'deki teknoloji destekli matematik eğitimi araştırmalarının içerik analizi. Buca Eğitim Fakültesi Dergisi, 35, 33-50. Tobias, S. (1978). Overcoming math anxiety. Norton.
• Toptaş, V., & Gözel, E. (2018). Türkiye’de matematik kaygısı ile ilgili yapılan lisansüstü tezlerin içerik analizi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 4(3), 136-146.
• Uusimaki, L. & Nason, R. (2004). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 369-376.
• Ural, A. (2015). Matematik öz-yeterlik algısının matematik öğretmeye yönelik kaygıya etkisi. Kuramsal Eğitimbilim Dergisi, 8(2), 173-184.
• Vinson, B. M. (2001). A comparison of pre-service teachers' mathematics anxiety before and after a methods class emphasizing manipulatives. Early Child Education Journal, 29(2), 89-94.
• Yazıcı, E., Peker, M., Ertekin, E., & Dilmaç, B. (2011). Is there a relationship between pre-service teachers' mathematical values and their teaching anxiety in mathematics? Electronic Journal of Research in Educational Psychology, 9(1), 263-282.
• Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde araştırma yöntemleri. Seçkin Yayınları.
• Yorulmaz, A., Altıntaş, S., & Sidekli, S. (2017). Investigation of the effects of mathematical thinking states of form teachers on their mathematics teaching anxieties. European Journal of Educational Research, 6(4), 485-493.
• Zengin, Y. (2017). Geogebra yazılımının matematik kaygısı ve matematik öğretme kaygısına etkisinin incelenmesi. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 908-939.