A Study on the Relationship Between the Pre-service Mathematics Teachers' Technological Pedagogical Content Knowledge and Mathematics Teaching Anxiety

Year 2019, Volume: 3 Issue: 2, 209 - 224, 02.12.2019

Berna Gökoğlu Uçar , Erhan Ertekin

Abstract

The aim of this study
is to investigate correlation between the mathematics teaching anxiety levels
of pre-service mathematics teachers and their technological pedagogical content
knowledge levels. In this study, we have utilized correlational survey model as
a quantitative research approach. The research has been conducted on 277
pre-service teachers who are studying at the 1st, 2nd, 3rd and 4th grades of
Mathematics Teaching and Primary Education Mathematics Teaching departments of
a state university located at Central Anatolia region of Turkey in 2018-2019
academic year. In order to analyze the data, Pearson Correlation Coefficient
and Multiple Regression Analysis have been used. The results of the study
revealed that there is an inverse, medium level and statistically meaningful
relation between all subdimensions of Technological Pedagogical Content
Knowledge Scale (TPACK-Math) and Mathematics Teaching Anxiety Scale (MATAS). In
addition, it was found that technological knowledge (TK), content knowledge (CK)
and technological pedagogical content knowledge (TPCK) sub-dimensions were
significant predictors of “the anxiety originated from content knowledge”; TK
and CK sub-dimensions were significant predictors of “the anxiety originated
from self-efficacy”; CK and Contexts Knowledge sub-dimensions were significant
predictors of “the anxiety originated from the attitude toward mathematics
teaching”; the Contexts Knowledge sub-dimension was a significant predictor of
“the anxiety originated from pedagogical content knowledge”.

Keywords

Pre-service teachers, Mathematics teaching anxiety, Technological pedagogical content knowledg, Pre-service teachers

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