Öğretmen Adaylarının Matematik Öğretmeye Yönelik Kaygı Düzeylerinin İncelenmesi

Abstract

This research was conducted in order to determine the levels of mathematics teaching anxiety of pre-service mathematics teachers. Survey design was used in the research. The sample of the research was composed of 475 pre-service mathematics teachers who study in the education faculty in a state university in Turkey. A personal information form and a mathematics teaching anxiety scale were used as a data collection tools in the research. The scale comprises 4 sub-dimensions: teaching anxiety caused by content knowledge, teaching anxiety caused by self-confidence, teaching anxiety caused by attitude towards teaching mathematics and teaching anxiety caused by teaching knowledge. As a result of the research, it was determined that the levels of mathematics teaching anxiety of pre-service teachers are below the average score value. Accordingly, it was detected that there was a difference among the levels of mathematics teaching anxiety of pre-service teachers in terms of teaching anxiety caused by content knowledge sub-dimension and their general anxiety according to elementary undergraduate program and secondary undergraduate program. Moreover, it was observed that there was a difference according to class levels among the mathematics teaching anxiety of pre-service mathematics teachers’ mathematics teaching anxiety in terms of the sub-dimension of teaching knowledge. Lastly, it was determined that the anxiety of mathematics teaching of pre-service teachers did not differ in terms of gender.