Özlem ÖZÇAKIR SÜMEN, Ayça KARTAL, Kaya Tuncer ÇAĞLAYAN

Sınıf Öğretmeni Adaylarının Matematik Korkuları

Yalnızca toplumumuzda değil dünya genelinde "matematik korkusu" yaygınlaşmakta ve matematik "zor" bir ders olarak algılanmaktadır. Bu araştırmanın temel amacı sınıf öğretmeni adaylarının matematik korkularını incelemektir. Çalışmada nitel araştırma yöntemlerinden olgubilim deseni temel alınmış ve kolay ulaşılabilir durum örneklemesi kullanılmıştır. Araştırmanın çalışma grubunu sınıf öğretmenliğinde öğrenim gören tüm sınıf düzeylerinden gönüllülük esasına göre seçilen toplam 138 sınıf öğretmeni adayı oluşturmuştur. Araştırma sonucunda sınıf öğretmeni adaylarının matematik dersine yönelik metaforik algılarının daha çok "hayat" teması altında toplandığı; "zor" temasının ise daha alt sıralarda yer aldığı görülmüştür. Öğretmen adaylarının matematikle ilgili çok "korku" taşımadıkları, matematik korkularının daha çok öğretmenlerin tutum ve davranışlarından ve kendi önyargılarından kaynaklandığı ortaya çıkmıştır

Fear of Mathematics of Pre-Service Primary School Teachers

The "fear of mathematics" become widespread not only in our society, but also around the world, as mathematics is perceived as a "difficult" course. The main purpose of this study was to identify the mathematical fear of pre-service primary school teachers. Phenomenological research design was based on which was one of the qualitative research methods in this research and convenience sampling was used. The sample of the study included a total of 138 pre-service primary school teachers who were selected on a voluntary basis from all class levels from primary education departments. The results of the study indicated that the metaphorical perceptions of preservice primary school teachers generally addressed the "life" theme, while the "difficult" theme was found to be in lower categories. It was observed that the pre-service teachers did not actually experience much "fear" about mathematics. Their mathematical fear resulted from the attitudes and behaviors of their teachers and their own prejudice

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