Abstract
<p style="text-align:justify">The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of education, the anxiety in form teachers in primary school regarding teaching mathematics is important. Within this context, the objective of this study is to investigate the effect of mathematical thinking states of form teachers on their anxieties regarding mathematics teaching. The sample group comprises 194 form teachers working in state schools of Bagcilar district, Istanbul province in the spring term of 2015-2016 academic year. As data collection tools, mathematical thinking scale and anxiety scale for the mathematics teaching anxiety of form teachers were used. To test the predictive power of mathematical thinking regarding the mathematics teaching anxiety, Multiple Linear Regression Analysis was used. It was found that the form teachers had high mathematical thinking scores and had low anxiety scores. A low degree, negative and significant correlation was found between the mathematical thinking and anxiety of form teachers regarding mathematics teaching. Moreover, it was found that mathematical thinking had an effect on the anxiety in form teachers regarding mathematics teaching.</p>
Highlights
Rapid change in information makes the changes in education systems obligatory
The objective of this study is to investigate the effect of mathematical thinking states of form teachers on their anxieties regarding mathematics teaching
Considering mathematical thinking, which includes the tendency for higher-order thinking, reasoning, mathematical thinking and problem solving abilities, this study investigates the relationship between these factors and the mathematics teaching anxiety of form teachers, and the relative importance ranking of these factors regarding mathematics teaching anxiety
Summary
Rapid change in information makes the changes in education systems obligatory. The aim of the education process has changed from filling the mind of a student with information towards determining the suitable route to guide the student’s learning and thinking (Aljaberi, 2014). Mathematical thinking, which is defined as the scientific skill that should be developed in mathematics classes, directs the student to learn mathematics as an information process (Katagiri, 2004). The input of this process includes person, problem, data regarding the problem and the mode of interpretation of those data. For the mathematics teaching to be in parallel with the objectives, it is important to know and determine the level of anxiety which affects the performance of the teacher that directly influences this process. If the teachers have in-class mathematics teaching skills, the students will not have mathematics anxiety and the education process will be successful
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
