Araştırma Makalesi
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An Investigation of Mathematics Anxiety of Primary School Teachers

Yıl 2016, Cilt: 7 Sayı: 3, 536 - 552, 12.12.2016
https://doi.org/10.16949/turkbilmat.277870

Öz

The
purpose of this study is to determine the level of mathematics anxiety in
primary school teachers in Turkey and to investigate the influence of a number
of variables over the anxiety level. 559 teachers were participated in the
study. In this study, mathematics Anxiety Scale Intended for Teachers and
Candidate Teachers (MKÖ-Ö) was used as the data collection tool. For data
analysis, "t" test, analysis of variance (ANOVA), and Tukey test were
applied. According to the research results, we have found that total anxiety
scores for teachers were at the “I am anxious a little” level. Also, there was
a significant difference between teachers’ anxiety level and gender variable,
and female teachers’ anxiety levels were found to be higher than male teachers.
Additionally, teachers’ anxiety levels decreased as their age and tenure
increased. According to the variable of the program of study, the anxiety
levels of teachers who graduated from primary school teaching program were
lower than the graduated teachers from other programs. Moreover, it is found
that the anxiety levels of mathematics teachers who like their job were lower
than those who do not like their job.

Kaynakça

  • Akın, F. (2002). İlköğretim 4, 5, 6, 7 ve 8. sınıf öğrencilerinin matematik dersine yönelik tutumlarının çeşitli değişkenlere göre incelenmesi (Yayınlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Denizli.
  • Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143–150.
  • Aslan, S. H., Aslan, R .O., Kesepara, C., Alparslan, Z. N., & Ünal, M. (1997). Kocaeli'nde bir grup sağlık çalışanında işe bağlı gerginlik, tükenme ve iş doyumu. Toplum ve Hekim 1997, 12, 24-9.
  • Baki, A., & Gökçek, T. (2007). Matematik öğretmeni adaylarının benimsedikleri öğretmen modeline ilişkin bazı ipuçları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 22-31.
  • Baloğlu, M. (2001). Matematik korkusunu yenmek. Educational Sciences: Theory and Practice, 1(1), 59-76.
  • Bander, R. S., & Betz, N. E. (1981). The relationship of sex and sex role to trait and situationally specific anxiety types. Journal of Research in Personality, 15(3), 312-322.
  • Benson, J. (1989). Structural components of statistical test anxiety in adults: An exploratory model. The Journal of Experimental Education, 57(3), 247-261
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25(5), 441-448.
  • Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
  • Birgin, O., Baloğlu, M., Çatlıoğlu, H., & Gürbüz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20(6), 654-658.
  • Bruinsma, M., & Jansen, E. P. (2010). Is the motivation to become a teacher related to pre-service teachers' intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185-200.
  • Brush, L. R. (1978). A validation study of the mathematics anxiety rating scale (MARS). Educational and Psychological Measurement, 38(2), 485-499.
  • Brush, L. R. (1980). Encouraging girls in mathematics: The problem and the solution. Cambridge, MA: Abt Books.
  • Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645-673.
  • Cooper, S., & Robinson, D. (1991). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Measurement and Evaluation in Counseling and Development, 24, 5-11.
  • Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psychology, 31(4), 580.
  • Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344−351.
  • Eren, A. (2012). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28(1), 111-123.
  • Ertürk, E., & Keçecioğlu, T. (2012). Relations between the levels of employees job satisfaction and burnout: A sample application on the teachers. Ege Academıc Revıew, 12(1), 41-54.
  • Fee-Fulkerson, K. C. (1983). Cognitions and performance of high and low math anxious college men and women. Dissertation Abstracts International, 43(11-B), 3729-3730.
  • Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C.A. (1990). Teachers' attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21(1), 55-69.
  • Frost, A. L., Hyde, J. S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. International Journal of Educational Research, 21(4), 373-385.
  • Garrosa, E., Moreno-Jimenez, B., Liang, Y., & González, J. L. (2008). The relationship between socio-demographic variables, job stressors, burnout, and hardy personality in nurses: An exploratory study. International Journal of Nursing Studies, 45(3), 418-427.
  • Girgin, G. (1995). İlkokul öğretmenlerinde meslekten tükenmişliğin gelişimini etkileyen değişkenlerin analizi ve bir model önerisi (Yayınlanmamış doktora tezi). Dokuz Eylül Üniversitesi, İzmir.
  • Gold, Y. (1985). The relationship of six personal and life history variables to standing on three dimensions of the Maslach Burnout Inventory in a sample of elementary and junior high school teachers. Educational and Psychological Measurement, 45(2), 377-387.
  • Gündüz, B. (2005). İlköğretim öğretmenlerinde tükenmişlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 152-166.
  • Haynes, A., Mullins, A., & Stein, B. (2004). Differential models for math anxiety in male and female college students. Sociological Spectrum, 24(3), 295-318.
  • He, H. (2007). Adolescents percepeption of parental and peer mathematics anxiety and attitude toward mathematics: A comparative study of European-American and Mainland Chinese student (Doctoral dissertation). Washington State University America.
  • Karasar, N. (2002). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayıncılık.
  • Kırılmaz, A., Çelen, Y., & Sarp, N. (2003). A study on teacher burnout with a group of primary school teachers. Primary Education-Online, 2(1), 2-9.
  • Kilmen, S., & Çıkrıkçı-Demirtaşlı, N. (2009). Sınıf öğretmenlerinin ölçme ve değerlendirme ilkelerini uygulama düzeylerine ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(2), 27-55.
  • Lazarus, M. (1974). Mathophobia: Some personal speculations. Natuonal Elementary Principal, 53, 16-22.
  • Levine, G. (1993). Mathematics history, teaching style and anxiety. (ERIC Document Reproduction Service No. Ed 373 972).
  • Ling, J. L. (1982). A factor analytic study of mathematics anxiety (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Virginia.
  • Linn, M. C., & Kessel, C. (1996). Success in mathematics: Increasing talent and gender diversity among college majors. CBMS Issues in Mathematics Education, 6, 101-144.
  • Lovett, S., & Cameron, M. (2011). Schools as professional learning communities for early‐career teachers: How do early-career teachers rate them? Teacher Development, 15(1), 87-104.
  • Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165- 179.
  • Martinussen M, Richardsen A., & Burke R. (2007). Job demands, job resources, and burnout among police officers. Journal of Criminal Justice, 35(3), 239-249.
  • McAnallen, R. R. (2010). Examining maths anxiety in elementary classroom teachers (Doctoral dissertation) University of Connecticut, Storrs, CT, United States.
  • Meece, J. (1981). Individual differences in the affective reactions of middle and high school students to mathematics: A social cognitive perspective (Doctoral dissertation). University of Michigan, Ann Arbor.
  • Meehan, J. M. (2007). The role of gifted third, fourth, and fifth grade students' gender on mathematics achievement, self-efficacy, and attitude (Doctoral dissertation). Walden University, Maryland.
  • Norwood, K. S. (1994). The effect of instructional approach on mathematics anxiety and achievement. School Science and mathematics, 94(5), 248-254.
  • Oropesa, L. M. (1993). Mathematics anxiety and course content: In search of a discrete correlation (Unpublished doctoral dissertation). the University of Miami, Florida.
  • Pantić, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education–Views of Serbian teachers and teacher educators. Teaching and Teacher Education, 26(3), 694-703.
  • Perkkila, P. (2003, March). Primary school teachers’ mathematics beliefs and teaching practices. Paper presented at Third Conference of the European Society for Research in Mathematics Education, Bellaria, Italy.
  • Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551.
  • Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261-277.
  • Shields, D. J. (2006). Causes of math anxiety: The student perspective (Doctoral dissertation). Indiana University of Pennyslvania, Pennsylvania.
  • Suran, B. G., & Sheridan, E. P. (1984). Management of burnout: Training psychologists in professional life span perspectives. Professional Psychology: Research and Practice, 16(6), 741.
  • Şahin, F. Y. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 2(3), 180-189.
  • Tapia, M., & Marsh, G. E. (2004). The relationship of math anxiety and gender. Academic Exchange Quarterly, 8(2), 130−134.
  • Tobias, S. (1978). Overcoming mathematics anxiety. NewYork: Norton.
  • Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self related cognition in anxiety and motivation (pp. 35-54). Hillsdale, NJ: Erlbaum.
  • Tobias, S. (1990). Math anxiety: An update. NACADA Journal, 10(1), 47-50.
  • Tuğrul, B., & Çelik, E. (2002). Normal çocuklarla çalışan anaokulu öğretmenlerinde tükenmişlik. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 1-11.
  • 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.
  • Üldaş, İ. (2005). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeği (MKÖ-Ö)’nin geliştirilmesi ve matematik kaygısına ilişkin bir değerlendirme (Master's thesis). Marmara University, İstanbul.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
  • Wiggins, J. D. (1984). Personality‐Environmental factors related to job satisfaction of school counselors. Vocational Guidance Quarterly, 33(2), 169-177.
  • Yıldırım, A., & Şimşek, H. (2005) Sosyal bilimlerde nitel araştırma yöntemleri. (2. baskı). Ankara: Seçkin Yayıncılık.
  • Zettle, R., & Raines, S. (2000). The relationship of trait and test anxiety with mathematics anxiety. College Student Journal, 34(2), 246-258.
Yıl 2016, Cilt: 7 Sayı: 3, 536 - 552, 12.12.2016
https://doi.org/10.16949/turkbilmat.277870

Öz

Kaynakça

  • Akın, F. (2002). İlköğretim 4, 5, 6, 7 ve 8. sınıf öğrencilerinin matematik dersine yönelik tutumlarının çeşitli değişkenlere göre incelenmesi (Yayınlanmamış yüksek lisans tezi). Pamukkale Üniversitesi, Denizli.
  • Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the Mathematics Anxiety Rating Scale. Measurement and Evaluation in Counseling and Development, 22, 143–150.
  • Aslan, S. H., Aslan, R .O., Kesepara, C., Alparslan, Z. N., & Ünal, M. (1997). Kocaeli'nde bir grup sağlık çalışanında işe bağlı gerginlik, tükenme ve iş doyumu. Toplum ve Hekim 1997, 12, 24-9.
  • Baki, A., & Gökçek, T. (2007). Matematik öğretmeni adaylarının benimsedikleri öğretmen modeline ilişkin bazı ipuçları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 22-31.
  • Baloğlu, M. (2001). Matematik korkusunu yenmek. Educational Sciences: Theory and Practice, 1(1), 59-76.
  • Bander, R. S., & Betz, N. E. (1981). The relationship of sex and sex role to trait and situationally specific anxiety types. Journal of Research in Personality, 15(3), 312-322.
  • Benson, J. (1989). Structural components of statistical test anxiety in adults: An exploratory model. The Journal of Experimental Education, 57(3), 247-261
  • Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25(5), 441-448.
  • Bindak, R. (2005). İlköğretim öğrencileri için matematik kaygı ölçeği. Fırat Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 17(2), 442-448.
  • Birgin, O., Baloğlu, M., Çatlıoğlu, H., & Gürbüz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20(6), 654-658.
  • Bruinsma, M., & Jansen, E. P. (2010). Is the motivation to become a teacher related to pre-service teachers' intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185-200.
  • Brush, L. R. (1978). A validation study of the mathematics anxiety rating scale (MARS). Educational and Psychological Measurement, 38(2), 485-499.
  • Brush, L. R. (1980). Encouraging girls in mathematics: The problem and the solution. Cambridge, MA: Abt Books.
  • Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645-673.
  • Cooper, S., & Robinson, D. (1991). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Measurement and Evaluation in Counseling and Development, 24, 5-11.
  • Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psychology, 31(4), 580.
  • Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48, 344−351.
  • Eren, A. (2012). Prospective teachers’ future time perspective and professional plans about teaching: The mediating role of academic optimism. Teaching and Teacher Education, 28(1), 111-123.
  • Ertürk, E., & Keçecioğlu, T. (2012). Relations between the levels of employees job satisfaction and burnout: A sample application on the teachers. Ege Academıc Revıew, 12(1), 41-54.
  • Fee-Fulkerson, K. C. (1983). Cognitions and performance of high and low math anxious college men and women. Dissertation Abstracts International, 43(11-B), 3729-3730.
  • Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C.A. (1990). Teachers' attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21(1), 55-69.
  • Frost, A. L., Hyde, J. S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. International Journal of Educational Research, 21(4), 373-385.
  • Garrosa, E., Moreno-Jimenez, B., Liang, Y., & González, J. L. (2008). The relationship between socio-demographic variables, job stressors, burnout, and hardy personality in nurses: An exploratory study. International Journal of Nursing Studies, 45(3), 418-427.
  • Girgin, G. (1995). İlkokul öğretmenlerinde meslekten tükenmişliğin gelişimini etkileyen değişkenlerin analizi ve bir model önerisi (Yayınlanmamış doktora tezi). Dokuz Eylül Üniversitesi, İzmir.
  • Gold, Y. (1985). The relationship of six personal and life history variables to standing on three dimensions of the Maslach Burnout Inventory in a sample of elementary and junior high school teachers. Educational and Psychological Measurement, 45(2), 377-387.
  • Gündüz, B. (2005). İlköğretim öğretmenlerinde tükenmişlik. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 152-166.
  • Haynes, A., Mullins, A., & Stein, B. (2004). Differential models for math anxiety in male and female college students. Sociological Spectrum, 24(3), 295-318.
  • He, H. (2007). Adolescents percepeption of parental and peer mathematics anxiety and attitude toward mathematics: A comparative study of European-American and Mainland Chinese student (Doctoral dissertation). Washington State University America.
  • Karasar, N. (2002). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayıncılık.
  • Kırılmaz, A., Çelen, Y., & Sarp, N. (2003). A study on teacher burnout with a group of primary school teachers. Primary Education-Online, 2(1), 2-9.
  • Kilmen, S., & Çıkrıkçı-Demirtaşlı, N. (2009). Sınıf öğretmenlerinin ölçme ve değerlendirme ilkelerini uygulama düzeylerine ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(2), 27-55.
  • Lazarus, M. (1974). Mathophobia: Some personal speculations. Natuonal Elementary Principal, 53, 16-22.
  • Levine, G. (1993). Mathematics history, teaching style and anxiety. (ERIC Document Reproduction Service No. Ed 373 972).
  • Ling, J. L. (1982). A factor analytic study of mathematics anxiety (Unpublished doctoral dissertation). Virginia Polytechnic Institute and State University, Virginia.
  • Linn, M. C., & Kessel, C. (1996). Success in mathematics: Increasing talent and gender diversity among college majors. CBMS Issues in Mathematics Education, 6, 101-144.
  • Lovett, S., & Cameron, M. (2011). Schools as professional learning communities for early‐career teachers: How do early-career teachers rate them? Teacher Development, 15(1), 87-104.
  • Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27(2), 165- 179.
  • Martinussen M, Richardsen A., & Burke R. (2007). Job demands, job resources, and burnout among police officers. Journal of Criminal Justice, 35(3), 239-249.
  • McAnallen, R. R. (2010). Examining maths anxiety in elementary classroom teachers (Doctoral dissertation) University of Connecticut, Storrs, CT, United States.
  • Meece, J. (1981). Individual differences in the affective reactions of middle and high school students to mathematics: A social cognitive perspective (Doctoral dissertation). University of Michigan, Ann Arbor.
  • Meehan, J. M. (2007). The role of gifted third, fourth, and fifth grade students' gender on mathematics achievement, self-efficacy, and attitude (Doctoral dissertation). Walden University, Maryland.
  • Norwood, K. S. (1994). The effect of instructional approach on mathematics anxiety and achievement. School Science and mathematics, 94(5), 248-254.
  • Oropesa, L. M. (1993). Mathematics anxiety and course content: In search of a discrete correlation (Unpublished doctoral dissertation). the University of Miami, Florida.
  • Pantić, N., & Wubbels, T. (2010). Teacher competencies as a basis for teacher education–Views of Serbian teachers and teacher educators. Teaching and Teacher Education, 26(3), 694-703.
  • Perkkila, P. (2003, March). Primary school teachers’ mathematics beliefs and teaching practices. Paper presented at Third Conference of the European Society for Research in Mathematics Education, Bellaria, Italy.
  • Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551.
  • Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261-277.
  • Shields, D. J. (2006). Causes of math anxiety: The student perspective (Doctoral dissertation). Indiana University of Pennyslvania, Pennsylvania.
  • Suran, B. G., & Sheridan, E. P. (1984). Management of burnout: Training psychologists in professional life span perspectives. Professional Psychology: Research and Practice, 16(6), 741.
  • Şahin, F. Y. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 2(3), 180-189.
  • Tapia, M., & Marsh, G. E. (2004). The relationship of math anxiety and gender. Academic Exchange Quarterly, 8(2), 130−134.
  • Tobias, S. (1978). Overcoming mathematics anxiety. NewYork: Norton.
  • Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self related cognition in anxiety and motivation (pp. 35-54). Hillsdale, NJ: Erlbaum.
  • Tobias, S. (1990). Math anxiety: An update. NACADA Journal, 10(1), 47-50.
  • Tuğrul, B., & Çelik, E. (2002). Normal çocuklarla çalışan anaokulu öğretmenlerinde tükenmişlik. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 1-11.
  • 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.
  • Üldaş, İ. (2005). Öğretmen ve öğretmen adaylarına yönelik matematik kaygı ölçeği (MKÖ-Ö)’nin geliştirilmesi ve matematik kaygısına ilişkin bir değerlendirme (Master's thesis). Marmara University, İstanbul.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
  • Wiggins, J. D. (1984). Personality‐Environmental factors related to job satisfaction of school counselors. Vocational Guidance Quarterly, 33(2), 169-177.
  • Yıldırım, A., & Şimşek, H. (2005) Sosyal bilimlerde nitel araştırma yöntemleri. (2. baskı). Ankara: Seçkin Yayıncılık.
  • Zettle, R., & Raines, S. (2000). The relationship of trait and test anxiety with mathematics anxiety. College Student Journal, 34(2), 246-258.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Ramazan Gürbüz

Kenan Yıldırım

Yayımlanma Tarihi 12 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 3

Kaynak Göster

APA Gürbüz, R., & Yıldırım, K. (2016). An Investigation of Mathematics Anxiety of Primary School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(3), 536-552. https://doi.org/10.16949/turkbilmat.277870
AMA Gürbüz R, Yıldırım K. An Investigation of Mathematics Anxiety of Primary School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). Aralık 2016;7(3):536-552. doi:10.16949/turkbilmat.277870
Chicago Gürbüz, Ramazan, ve Kenan Yıldırım. “An Investigation of Mathematics Anxiety of Primary School Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7, sy. 3 (Aralık 2016): 536-52. https://doi.org/10.16949/turkbilmat.277870.
EndNote Gürbüz R, Yıldırım K (01 Aralık 2016) An Investigation of Mathematics Anxiety of Primary School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 3 536–552.
IEEE R. Gürbüz ve K. Yıldırım, “An Investigation of Mathematics Anxiety of Primary School Teachers”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 3, ss. 536–552, 2016, doi: 10.16949/turkbilmat.277870.
ISNAD Gürbüz, Ramazan - Yıldırım, Kenan. “An Investigation of Mathematics Anxiety of Primary School Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7/3 (Aralık 2016), 536-552. https://doi.org/10.16949/turkbilmat.277870.
JAMA Gürbüz R, Yıldırım K. An Investigation of Mathematics Anxiety of Primary School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7:536–552.
MLA Gürbüz, Ramazan ve Kenan Yıldırım. “An Investigation of Mathematics Anxiety of Primary School Teachers”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 3, 2016, ss. 536-52, doi:10.16949/turkbilmat.277870.
Vancouver Gürbüz R, Yıldırım K. An Investigation of Mathematics Anxiety of Primary School Teachers. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7(3):536-52.