Examining the Relationship between Mathematics Anxiety and Mathematics Teaching Anxiety of Prospective Mathematics Teachers
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Abstract
The aim of this study is to examine whether the mathematics anxiety of prospective elementary mathematics teachers predict their anxiety about mathematics teaching. In addition, it is aimed to examine the anxiety levels of prospective elementary mathematics teachers towards mathematics and mathematics teaching whether these concerns differ according to grade level. For this purpose, the research model is chosen as the general survey model. The research was carried out with a total of 307 prospective teachers studying in the department of mathematics education in the fall semester of the 2018-2019 academic year. In the research, “Mathematics Anxiety Scale for Teachers and Prospective Teachers” developed by Uldas (2005) and “Anxiety Scale for Teaching Mathematics” developed by Peker (2006) were used. At the end of the research, it is determined that both mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers are low. On the other hand, there is no significant difference as regards grade levels in mathematics anxiety and mathematics teaching anxiety levels of prospective mathematics teachers. It is concluded that there is a moderately positive significant relationship between mathematics anxiety and mathematics teaching anxiety of prospective mathematics teachers. Finally, it is determined that mathematics anxiety of prospective mathematics teachers predicts their mathematics teaching anxiety.
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