The Influence of Gender, Grade and Institution on Primary School Mathematics Student Teachers' Anxiety Levels

Yıl 2009, Cilt: 8 Sayı: 1, 231 - 242, 26.06.2009

Emin Aydın , Ali Delice , Bülent Dilmaç , Erhan Ertekin

Öz

The aim of this paper is to explore the mathematics anxiety levels of primary school student
teacher with regard to the variables including gender, grade level, the type of high school and the university that
were graduated from. The data collection tools are the mathematics anxiety scale and the personal information
form. The sample comprised 219 student teachers of primary school mathematics student teacher from two
universities in Turkey. Findings suggest significant differences in regard to the variables under study which were
discussed under the light of the existing international literature.

Anahtar Kelimeler

Teacher education, Mathematics teaching, Mathematics anxiety, Gender, Grade, Institutional influence.

İlköğretim Matematik Öğretmen Adayların Matematik Kaygı Düzeylerine Cinsiyet, Sınıf ve Kurum Değişkenlerinin Etkileri

Öz

Bu araştırmanın amacı, ilköğretim bölüm matematik öğretmenliği anabilim dalında öğrenim gören öğretmen adaylarının matematik kaygılarının farklı değişkenler. Araştırmada Matematik Kaygı Ölçeği ile kişisel bilgi formu. Araştırmanın farklı olduğu yer alan iki farklı üniversitenin eğitim fakülteleri ilköğretim matematik öğretmenliği anabilim dalında öğrencilerim görd 219 öğretmen adayından toplanmıştır. Araştırmada ilköğretim matematik öğretmenliği öğrencilerinin matematik kaygısı, cinsiyet, sınıf, ortaöğretim basamağında eğitim ve kurumlaşma eğitimi teklerine göre incelilmiştir. Elde edilen bulgular, incelenen değişkenler farklılıklar ortaya koyuldu. Bu farklılıklar var olan ulusal / uluslararası yayınlar ışığında tartışılmıştır.

Anahtar Kelimeler

Matematik Öğretimi, Matematik Kaygısı, Cinsiyet, Sınıf, Kurum etkis

Kaynakça

• Aiken, L. R. (1976). Attitudes Towards Mathematics. Review of Educational Research. Spring. 40(4).
• Aiken, L.R. (1976). Update on Attitudes and other Affective Variables in Learning Mathematics. Review of Educational Research. 46. 293–311.
• Akgül, A. & Çevik, O. (2005). statistiksel Analiz Teknikleri, 2. BaskL, Emek Ofset,Ankara
• ArL, R. (1989). Üç Büyük Psikolojik YaklaKLmda Anksiyete. Selçuk Üniversitesi E itim Fakültesi Dergisi. SayL: 3, 195-219.
• Ashcraft, M.A., and E.P. Kirk. (2001). The Relationships among Working Memory, Math Anxiety, and Performance. Journal of Experimental Psychology: 130, 224.
• Artigue, M., Assude, T., Grugeon, G. & Lenfant, A. (2001), ‘Teaching And Learning Algebra: Approaching Complexity Through Complementary Perspectives’. In Chick, H., Stacey, K., Vincent, J. & Vincent, J. (eds.), The Future of the Teaching and Learning of Algebra, Proceedings of 12 the ICMI Study Conference, The University of Melbourne, Australia, December 9-14, 2001.
• Austin, S., Wadlington, E., & Bitner, J. (2001). Effect of beliefs about mathematics on math anxiety and math self-concept in elementary teachers. Education, 112(3), 390-396.
• AydLn, E. ve Dilmaç, B. (2004). Matematik KaygLsL. E itime liKkin ÇeKitlemeler (Ed.) M. Gürsel. Konya: E itim Kitabevi.
• Bakhtin, M.M. (1986), Speech Genres and Other Late Essays, ed. Caryl Emerson and Michael Holquist, trans. V. W. McGee. Austin: University of Texas Press.
• Baloglu, M. (2004). Statistics Anxiety and Mathematics Anxiety: Some Interesting Differences. Education Research Quarterly, 27(3):38-49.
• Baron-Cohen, S. (2005). The assortative mating theory: A talk with Simon Baron-Cohen. Tarih: 27 KasLm 2008, Kaynak: http://www.edge.org/3rd_culture/baron-cohen05/baron-cohen05_index.html
• Beasley, T.M., Long, J.D. & Natali, M. (2001). A confirmatory factor analysis of the mathematics anxiety scale for children. Measurement and Evaluation in Counseling and Development, 34(1):14-26.
• Bekdemir, M. (2007). lkö retim Matematik Ö retmen AdaylarLndaki Matematik KaygLsLnLn Nedenleri ve AzaltLlmasL çin Öneriler (Erzincan E itim Fakültesi Örne i). Erzincan E itim Fakültesi Dergisi, 9(2), 131- 144.
• Betz, N.E. (1978). Prevalence, Distribution and Correlates of Math Anxiety in College Students. Journal of Counseling Psychology. 25, 441-448.
• Bloom, B.S. (1968). Learning for Mastery. UCLA-Center for Study Evaluation of Instructional Programs. Evaluation Comment. 1(2), 1-12.
• Bloom, B.S. (1971). Individual Differences in School Achievement: A Vanishing Point. Education at Chicago, Chicago University.
• Brouthers, K.D. and Brouthers, L.E. (2001). Explaining the National Cultural Distance Paradox. Journal of International Business Studies, 32(1), 177-189.
• Browne, K. R. (2002). Biology at work: Rethinking sexual equality. New Brunswick, NJ: Rutgers University Press.
• Carpenter, M. A. and Fredrickson, J. W. (2001). Top Management Teams, Global Strategic Posture, and the Moderating Role of Uncertainty. The Academy of Management Journal, 44(3), 533-545.
• Castela, C. (2004). ‘Institutions Influencing Mathematics Students’ Private Work: A Factor of Academic Achievement’, Educational Studies in Mathematics 57(1), 33-63.
• Cates, G.L. & Rhymer, K.N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: an instructional hierarchy perspective. Journal of Behavioral Education, 12(1):23-34.
• Deniz, L. ve ÜldaK, . (2008). Ö retmen ve Ö retmen AdaylarLna Yönelik Matematik KaygL Ölçe i’nin Geçerlilik Güvenilirlik ÇalLKmasL Eurasian Journal of Educational Research, 30, 49-62
• El-Anzi, F. O. (2005). Academic achievement and its relationship with anxiety, self-esteem, optimism, and pessimism in Kuwaiti students, Soc;al Behav;or And Personal;ty, 33; Part 1, 95-103
• Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students. Thesis (M.A.). Bo aziçi Univesity. Institute for Graduates Studies in Social Sciences.
• Erktin, E. ve Öner, N. (1990). Matematik KaygLsL: BaKarL, SLnav KaygLsL ve Meslek Seçimi ile liKkisi. IV Ulusal Psikoloji Kongresi. .Ü. Edebiyat Fakültesi, stanbul, 5-7 Eylül.
• Erktin, E. (1993). The Relationship between Math Anxiety, Attitude toward Mathematics and Classroom Environment. 14. International Conference of Stress and Anxiety Research Society (STAR), Cairo, Egypt, April 5-7 1993.
• Erktin, E., Dönmez, G., Özel, S. (2006). Matematik KaygLsL Ölçe i’nin Psikometrik Özellikleri. E itim ve Bilim, 31(140), 26-33.
• Furner, J.M. ve Bernan, B.T. (2003). Math anxiety: Overcoming a major obstacle to the improvement of student math performance. Childhood Education, 79(3), 170-174.
• Geary, D. C., Saults, S. J., Liu, F., & Hoard, M. K. (2000). Sex differences in spatial cognition, computational buency, and arithmetical reasoning.Journal of Experimental Child Psychology, 77, 337–353.
• Gravetter, F.J. & Valnau, L.B. (1992). Statistics for the Behavioral Sciences. West Publishing Company.
• Harper, N. W., Daane, C.J. (1998). Causes and Reduction of Mathematics Anxiety in Preservice Elementary Teachers. Action in Teacher Education, 19(4), 29-38.
• Ho, H-Z., Senturk, D., Lam, A.G. & Zimmer, J.S. (2000). The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study. Journal for Research in Mathematics Education, 31(3), 362-379.
• Holland, D., Lachicotte, W., Skinner, D. & Cain, C. (1998), Identity and Agency in Cultural Worlds, Cambridge, MA: Harvard University Press.
• Ilgar, M. Z., UyanLk, N ve YLldLz;
• (2005). Lise Ö rencilerinde Matematik Kayg;s;. www.psiko
• dan.com/yazi/lise-ogrencilerinde-matematik-kaygisi(11.01.2008 tarihinde indirilmiAtir)
• Jackson, C.D. ve Leffingwell, R.J. (1999). The Role of Instructors in Creating Mathematics Anxiety in Students from Kindergarten through College. Mathematics Teacher, 92(7), 583-586.
• Kaja, P. (2002). The Sum of all Fears. Psychology Today, 25(6),19.
• KapLkLran, _.(2002). Üniversite Ö rencilerinin SLnav KaygLsLnLn BazL Psiko-Sosyal De iKkenlerle liKkisi Üzerine bir AraKtLrma. Pamukkale Üniversitesi E itim Fakültesi Dergisi, 11, (1), 34–43.
• Kazalzkis,R., Reeves, C., Kresh, M.E., Bailey, G., Cole, K., Larmon, M., Hall, L. ve Holiday, D.C (2000). Mathematics Anxiety and Test Anxiety: Separate Constructs? Journal of Experimental Education. 68 (2), 137-146.
• Kerka, S. (1995). Not : Just a Number Critical Numeracy for Adults. ERIC Digest. ERIC No: ED385780
• Kimura, D. (1999). Sex and cognition. Cambridge, MA: MIT Press.
• Krantz, S.G. (1999). How to teach mathematics. 2nd edition. American Mathematical Society: Rhode Island: Providence.
• NazlLçiçek. N. ve Erktin. E.(2002). lkö retim Matematik Ö retmenleri için KLsaltLlmLK Matematik Tutum Ölçe i. Ulusal Fen Bilimleri ve Matematik E itimi Kongresi’nde sunulmuK Bildiri. Ankara.
• Ma, X. (1999). A meta-analysis of the relationship between anxiety towards mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5):520-540.
• Maree, J.G. (1999). Differences in orientation towards studying mathematics of South African high school students: developing a study orientation questionnaire in mathematics. Psychological Reports, 84, 467-476.
• Maree, J.G., Pretorius, A. & Eiselen, R.J. (2003). Predicting Success among first year Engineering Students at the Rand Afrikaans University. Psychological Reports, 93, 399-409.
• Marsh, G.E. ve Tapai, M (2002). Feeling Good about Mathematics: Are There Sex Differences? ERIC No: ED 474446.
• Martinez, J. G. R., & Martinez, N. C. (1996). Math without fear: A guide for preventing math anxiety in children. Boston: Allyn and Bacon.
• NazlLçiçek.N.,Erktin.E. (2002). “ lkö retim Matematik Ö retmenleri için KLsaltLlmLK Matematik Tutum Ölçe i” 5. Ulusal Fen Bilimleri ve Matematik E itimi Kongresi, ODTÜ; Ankara.
• Pajares, F. & Urdan, T. (1996). Exploratory Factor Analysis of the Mathematics Anxiety Scale. Measurement and Evaluation in Counseling and Development, 29(1), 35-47.
• Pan, Y. and Tse, D. (2000). The hierarchical model of market entry modes. Journal of International Business Studies, 31(4), 535-554.
• Patton, M.Q. (1990). Qualitative Evaluation and Research Methods. SAGE Publications. Newbury Park London New Delhi.
• Perry, A.B. (2004). Decreasing Math Anxiety in College Students. College Student Journal, 38(2):321-324.
• Richardson, F.C. ve Suinn, E.M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology. 19, 551-554.
• Schwarzer, R ve Schwarzer, C. (1981). Achievement Anxiety with Respect to Reference Groups in School. Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981). ED204676
• Simonelli, L. E., Ray, W. J., & Pincus A. L. (2004). Attachment Models and Their Relationship with Anxiety, Worry and Depression. Counseling and Clinical Psychology Journal, 1, 107-118.
• Sloan, T., Daane, C. J., Giesen, J. (2002). Mathematics Anxiety and Learning Styles: What is the Relationship in Elementary Preservice Teachers? School Science & Mathematics, Spelke, E. S. (2005). Sex differences in intrinsic aptitude for mathematics and science: A critical review. American Psychologist, 60, 950-958. 102(2), 84-87.
• Spielberg, C.D., Gorsuch R.L. ve Lushene. R.E. (1970). Manual for State and Anxiety Inventory.
• Sözen, D., SayLner, B. Tekin, N. ve TuranlL, M.(2007). “Lise Ö rencilerinde KaygL, SLnav KaygLsL Ve Matematik KaygLsL ArasLndaki liKki”. ÇeKme: Dokuz Eylül Üniversitesi, IX. Ulusal Psikolojik Dan;Ama ve Rehberlik Kongresi. 17-19 Ekim
• Tobias, S. (1991). Going Beyond Math Anxiety. College Teaching, 39, 91-93.
• Tobias, S. ve Weissbrod, C. (1980). Anxiety and Mathematics: An Update. Harward Educational Review. 50 (1). 63–70.
• YLldLran G. & AydLn, E. (2005) “The effects of mastery learning and cooperative, competitive and individualistic classroom organizations on achievement and attitudes in mathematics: Research in Mathematical Education, 9(1), 55–72.
• Yushau, B., Bokhari, M.A., Mji, A. & Wessels, D.C.J. (2004). Mathematics: Conceptions, Learning and Teaching. King Fahd University of Petroleum & Minerals, Department of Mathematical Sciences: Technical Report Series: TR 322.