Examining prospective elementary and middle school mathematics teachers’ mathematics anxiety and mathematics teaching anxiety

Date

2024-4

Author

Özlü, Fatma Nur

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This quantitative survey method research investigated prospective elementary and middle school mathematics teachers’ mathematics anxiety, mathematics teaching anxiety, and the relationship between them. It also specified any differences in the levels of mathematics anxiety and mathematics teaching anxiety among prospective teachers based on factors such as academic year, gender, and program. Data was collected from 425 prospective teachers, including 182 elementary and 243 middle school mathematics teachers, during the first semester of the 2023-2024 academic year in Ankara. Prospective elementary and middle school mathematics teachers were administered the Mathematics Anxiety Scale for Teachers (MAST), created by Deniz and Üldaş (2008), and the Mathematics Teaching Anxiety Scale (MATAS), developed by Peker (2006). This study’s findings indicated prospective elementary and middle school mathematics teachers exhibited low levels of mathematics anxiety and mathematics teaching anxiety. This study revealed a strong positive correlation between mathematics anxiety among prospective elementary and middle school mathematics teachers and their anxiety in teaching mathematics. There was no statistically significant difference in the mathematics and mathematics teaching anxiety scores of 1st, 2nd, 3rd, and 4th-year prospective elementary teachers and middle school mathematics teachers. Female prospective elementary teachers had significantly higher mathematics anxiety and mathematics teaching anxiety scores than males. Also, while female prospective middle school mathematics teachers had significantly higher mathematics anxiety scores than males, there was no significant difference in their mathematics teaching anxiety scores. Lastly, the study indicated prospective elementary teachers had significantly higher mathematics anxiety and mathematics teaching anxiety compared to prospective middle school mathematics teachers.

Subject Keywords

Mathematics anxiety, Mathematics teaching anxiety, Prospective elementary teachers, Prospective middle school mathematics teachers

URI

https://hdl.handle.net/11511/109850

Collections

Graduate School of Natural and Applied Sciences, Thesis