Abstract
Teachers’ Anxiety and Technological Pedagogical Content Knowledge (TPACK) in Mathematics
Highlights
Several studies investigated the relationship of mathematics anxiety and teaching mathematics anxiety to technological knowledge (Gnanamuthu & Krishnakumar, 2015; Jackson, 2017)
This study aims to: 1) describe the aspects of teachers' anxiety; 2) picture the sub-construct of TPACK; and 3) describe the relationship between teachers’ anxiety and TPACK in Mathematics based on documents analysis
Outstanding teaching can provide a good understanding of Mathematics with TPACK
Summary
Several studies investigated the relationship of mathematics anxiety and teaching mathematics anxiety to technological knowledge (Gnanamuthu & Krishnakumar, 2015; Jackson, 2017). The primary approach is to determine how mathematics anxiety can affect technological knowledge (TK). It suggested in the research on the relationship between mathematics anxiety and TK (Afshari et al, 2019). Teachers who do not have technological pedagogical knowledge are not able to use online application shielding for Mathematics teaching. Some of the mathematics application teaching that teachers use in the classroom are GeoGebra, Cabri, and mathematical laboratory (MathLab). It presents by Smaldino (2011), he argues that Mathematics application should not be used by teachers who consider its use to bring anxiety teaching Mathematics in the classroom
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