International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(6) 158-167

Investigation of Teacher Candidates' Teaching Maths Anxiety and Teaching Maths Competencies

Meryem Çelik

pp. 158 - 167   |  DOI: https://doi.org/10.29329/ijpe.2021.382.11   |  Manu. Number: MANU-2107-18-0002

Published online: December 03, 2021  |   Number of Views: 187  |  Number of Download: 548

Save PDF

Abstract

Considering the fact that teacher candidates' maths teaching anxiety levels and maths teaching competency levels will affect their maths teaching in future, the desired beliefs should be tried to gain teacher candidates. Therefore, a positive contribution will be made to achieve the desired gains in maths education. In the study, it is aimed to examine the competency levels of pre-school teacher candidates in maths teaching and their maths teaching anxiety levels in terms of various variables and to determine whether there is a relationship between the maths teaching anxiety of the candidates and their level of competency for teaching maths. The research is in relational scanning model. The "Maths Teaching Anxiety Scale" and "Maths Teaching Competencies Scale" were implemented to 104 pre-school pre-service teacher candidates studying in 2019-2020 academic year, which constitutes the sample of the study. As a result of the analysis, it has been found that while teacher candidates' maths teaching anxiety levels do not change by gender, female teacher candidates consider themselves more competent than male teacher candidates in maths teaching and 4th-grade teacher candidates have significantly less anxiety of maths teaching compared to 3rd grades. Besides, it has been determined that there is a statistically significant negative correlation between the maths teaching anxiety scores of the candidates and the average of the maths teaching efficacy scores.

Keywords: Maths Teaching Anxiety, Maths Teaching Competency, Teacher Candidates

How to Cite this Article?

APA 6th edition
Celik, M. (2021). Investigation of Teacher Candidates' Teaching Maths Anxiety and Teaching Maths Competencies . International Journal of Progressive Education, 17(6), 158-167. doi: 10.29329/ijpe.2021.382.11

Harvard
Celik, M. (2021). Investigation of Teacher Candidates' Teaching Maths Anxiety and Teaching Maths Competencies . International Journal of Progressive Education, 17(6), pp. 158-167.

Chicago 16th edition
Celik, Meryem (2021). "Investigation of Teacher Candidates' Teaching Maths Anxiety and Teaching Maths Competencies ". International Journal of Progressive Education 17 (6):158-167. doi:10.29329/ijpe.2021.382.11.
References
  1. Akinsola, M. K. (2014). Assessing pre-service teachers teaching anxiety. American Journal of Educational Research, 2(12A), 41-44. [Google Scholar]
  2. Amato, S. A. (2004). “Improving student teachers’ Attitudes to mathematics.” ın proceedings of the 28th annual meeting of the ınternational group for the psychology of mathematics education, Edited by M. Johnsen Hoines and A. B. Flugestad, 25–32. Bergen, Norway: IGPME [Google Scholar]
  3. Arseven, A., Arseven, İ. & Tepehan, T. (2015). Sınıf öğretmeni adaylarının matematik öğretimine yönelik öz-yeterlik algılarının incelenmesi. Cumhuriyet International Journal of Education-CIJE, 4(2), 29-40. [Google Scholar]
  4. Başpınar, K. (2015). Sınıf öğretmeni adaylarının matematiksel inançları ve matematik öğretme kaygıları üzerine bir araştırma. Yüksek Lisans Tezi, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyonkarahisar. [Google Scholar]
  5. Başpınar, K. & Peker, M. (2016). The relationship between pre-service primary school teachers’ mathematics teaching anxiety and their beliefs about teaching and learning mathematics. Kuramsal Eğitimbilim Dergisi, 9(1), 1-14. [Google Scholar]
  6. Bates, A. B., Latham, N. & Kim, J. (2011). “Linking preservice teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematics performance.” School Science and Mathematics, 111(7), 325–333. [Google Scholar]
  7. Beilock, S. L., Gunderson, E.A., Ramirez, G. & Levine. S. C. (2010). “Female teachers’ mathematics anxiety affects girls’ mathematics achievement.” PNAS – Proceedings of the National Academy of Science, 107 (5): 1860–1863. doi:10.1073/pnas.0910967107 [Google Scholar] [Crossref] 
  8. Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan Eğitim Fakültesi Örneği). Erzincan Eğitim Fakültesi Dergisi, 9(2), 131-144. [Google Scholar]
  9. Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106, 173 180. [Google Scholar]
  10. Caprara, G. V., Barbaranelli, C., Steca, P. & Malone, P.S. (2006). “Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level.” Journal of School Psychology 44(6), 473–490. doi:10.1016/j.jsp.2006.09.001. [Google Scholar] [Crossref] 
  11. Çelik, M. (2017). Okulöncesi öğretmenlerinin erken matematik eğitimine ilişkin özyeterlikleri. International Journal Of Turkish Education Sciences, 5(8), 240-247. [Google Scholar]
  12. Deringöl, Y. (2018). Sınıf öğretmeni adaylarının matematik öğretimi kaygıları ve matematik öğretimi yeterliklerinin incelenmesi. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 11(2), 261-278. [Google Scholar]
  13. Enochs, L. G., Smith, P. L. & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100, 194 202. [Google Scholar]
  14. Esendemir, Ö., Çırak, S. & Samancıoğlu, M. (2015). İlköğretim matematik öğretmen adaylarının matematik öğretimi yeterliklerine ilişkin görüşleri. Gaziantep University Journal of Social Sciences, 14(1), 217-239. [Google Scholar]
  15. Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24-31. [Google Scholar]
  16. Göloğlu Demir, C. (2011). İlköğretim matematik öğretmenliği programında öğrenim gören öğrencilerin matematik öğretimine yönelik öz-yeterlik inançları ve tutumlarının incelenmesi. Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. [Google Scholar]
  17. Granziera, H. & Perera, H. N. (2019). “Relations among teachers’ Self-efficacy beliefs, engagement, and work satisfaction: A social cognitive view.” Contemporary Educational Psychology, 58, 75–84. doi:10.1016/j.cedpsych.2019.02.003 [Google Scholar] [Crossref] 
  18. Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19, 171–184. [Google Scholar]
  19. Haciomeroglu, G. (2014). Elementary pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching and Learning. 1-10. [Google Scholar]
  20. Hacıömeroğlu, G. & Taşkın, Ç. Ş. (2010). Sınıf öğretmeni adaylarının matematik öğretimi yeterlik inançları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 539- 555. [Google Scholar]
  21. Hadley, K. M. & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics ınstructional practices, and student mathematics achievement. Journal of Curriculum and Instruction (JoCI), 5(2), 27-44. [Google Scholar]
  22. Holzberger, D., Philipp, A. & Kunter, M. (2013). “How teachers’ self-efficacy ıs related to ınstructional quality: A longitudinal analysis.” Journal of Educational Psychology 105 (3), 774–786. doi:10.1037/a0032198 [Google Scholar] [Crossref] 
  23. Karasar, N. (2008). Bilimsel araştırma yöntemi (17.Baskı). Ankara: Nobel Yayın Dağıtım. [Google Scholar]
  24. May, D. K. (2009). Mathematics self-efficacy and anxiety questionnaire. Doctoral Dissertation, University Of Georgia. [Google Scholar]
  25. Norwood, K. S. (1994). The Effect of instructional approach on mathematics anxiety and achievement. School Science and Mathematics, 94(5), 248-254. [Google Scholar]
  26. Patkin, D. & Greenstein, Y. (2020). Mathematics anxiety and mathematics teaching anxiety of in-service and pre-service primary school teachers, Teacher Development, 24(4), 502-519, DOI: 10.1080/13664530.2020.1785541 [Google Scholar]
  27. Peker, M. (2006). Matematik öğretmeye yönelik kaygı ölçeğinin geliştirilmesi. Eğitim Bilimleri ve Uygulama, 5(9), 73-92. [Google Scholar]
  28. Puteh M. & Khalin S. Z. (2016) Mathematics Anxiety and Its Relationship with the Achievement of Secondary Students in Malaysia, International Journal of Social Science and Humanity,  6(2). [Google Scholar]
  29. Serin, M. K. (2017). Sınıf öğretmeni adaylarının matematik kaygıları ile matematik öğretimine yönelik kaygılarının incelenmesi, International Journal Of Eurasia Social Sciences, 8(28), CCXXVII- CCXLIII. [Google Scholar]
  30. Swars, S. L., Daane, C. J. & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315. [Google Scholar]
  31. Tatar, E., Zengin, Y. & Kağızmanlı, T. B. (2016). Öğretmen adaylarının matematik öğretmeye yönelik kaygı düzeylerinin incelenmesi. Kuramsal Eğitimbilim Dergisi, 9(1), 38-56. [Google Scholar]
  32. Tschannen-Moran, M. & Hoy, A.W. (2007). “The differential antecedents of self-efficacy beliefs of novice and experienced teachers.” Teaching and Teacher Education 23(6), 944 956. doi:10.1016/j. tate.2006.05.003 [Google Scholar] [Crossref] 
  33. Unlu, M., Ertekin, E. & Dilmac, B. (2017). Predicting relationships between mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards mathematics and mathematics teaching. International Journal of Research in Education and Science (IJRES), 3(2), 636-645. DOI: 10.21890/ijres.328096 [Google Scholar]
  34. Ural, A. (2015). Matematik öz-yeterlik algısının matematik öğretmeye yönelik kaygıya etkisi. Kuramsal Eğitimbilim Dergisi, 8(2), 173-184. [Google Scholar]
  35. 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. [Google Scholar]
  36. Vinson, B. M. (2001) A comparison of pre service teachers’ mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29(2), 89–94. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 6

December 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.