PRE-SERVICE ELEMENTARY SCHOOL TEACHERS’ MATHEMATICS ANXIETY AND MATHEMATICS SELF-EFFICACY AND THEIR RELATIONSHIP TO MATHEMATICAL TEACHING PERFORMANCE

Bireylerin matematiksel işlem becerilerini günlük yaşamda sıklıkla kullanmak zorunda olduğu bu rekabete dayalı çağda, matematik kaygısı oldukça önemli bir olgu olarak dikkat çekmektedir. Sınıf öğretmeni adaylarının, diğer öğretmenlik branşlarına göre daha çok matematik kaygısı yaşadıkları sıklıkla alan yazında dile getirilmiş ve öğretmen adaylarına matematiği daha etkin bir şekilde öğretebilmek için destek verilmesinin, öğrencilerin matematik kaygısını azaltmak veya önlemek için önemli bir çözüm yolu olduğu belirtilmiştir. Bu nicel çalışma, sınıf öğretmeni adaylarının matematik kaygısı ve matematik öğretimi öz-yeterlilik algılarının matematik öğretimi dersindeki performansları ile olan ilişkisini incelemeyi amaçlamıştır. Ayrıca sınıf öğretmeni adaylarının matematiğe yönelik kaygı düzeyleri ile matematik öğretimi öz yeterlilik inançları arasında olumsuz yönde anlamlı bir ilişki gözlenmiştir

SINIF ÖĞRETMENİ ADAYLARININ MATEMATİK KAYGISI VE MATEMATİK ÖĞRETİMİ ÖZ-YETERLİLİK ALGILARININ MATEMATİK ÖĞRETİMİ DERSİNDEKİ PERFORMANSLARI İLE İLİŞKİSİ

Mathematics anxiety is a common phenomenon in a very competitive age that makes demands on individuals to exhibit their mathematical competence. Preparing pre-service teachers to effectively teach mathematics is repeatedly suggested as one way to decrease or prevent the negative effects of mathematics anxiety on elementary school students, since studies frequently portray elementary school teaching majors as having higher mathematics anxiety than other teaching majors. The aim of this quantitative study was to investigate the differences between pre-service elementary teachers’ mathematics anxiety and mathematics teaching self-efficacy, based on their performance in a mathematics teaching method course. The data analysis revealed that pre-service teachers with high mathematics anxiety achieved lower scores and developed less self-efficacy than pre-service elementary teachers with low mathematics anxiety. There was also a statistically significant negative relationship between pre-service teachers’ mathematics anxiety and their mathematics teaching self-efficacy

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