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Öğe Correlations between the mathematics teaching anxieties of pre-service primary education mathematics teachers and their beliefs about mathematics(2010) Ertekin E.This study investigates the correlation between the mathematical beliefs and mathematics teaching anxieties of prospective primary education mathematics teachers. The investigation, which could be classified as a correlation study, has been conducted on 299 prospective teachers studying at the 1st, 2nd, 3rd and 4th grades of one of the state universities in Turkey. As data gathering tools, "mathematics teaching anxiety scale (MATAS)" and "beliefs about mathematics scale (BMS)" have been used. As a result of the study, meaningful correlations were found between the "field training based teaching anxiety" and "attitude towards anxiety directed at teaching mathematics" sub-categories of the mathematics teaching anxiety scale (MATAS) and all sub-categories of the beliefs about mathematics scale. © 2010 Academic Journals.Öğe The effects of formalism on teacher trainees' algebraic and geometric interpretation of the notions of linear dependency/independency(2010) Ertekin E.; Solak S.; Yazici E.The aim of this study is to identify the effects of formalism in teaching on primary and secondary school mathematics teacher trainees' algebraic and geometric interpretations of the notions of linear dependency/independency. Quantitative research methods are drawn in order to determine differences in success levels between algebraic and geometric interpretations of the linear dependency/independency of vectors presented in two- and three-dimensional space. On the other hand, qualitative research methods were utilized in order to investigate thinking modes involved in the geometric interpretation of the same notion. The participants were a total of 144 teacher trainees registered at the Selcuk University, Education Faculty in 2007-2008 academic year. 33 participants were first year students at Secondary Mathematics Education Department, while 111 were second year students at Primary Mathematics Education Department. The results indicated that correlations between the formal definition of the notions of linear dependency/independency and the items of the test which required algebraic and geometric interpretation were both low. Yet, the correlation for the algebraic dimension of the test was higher than the geometric dimension. Likewise, algebraic mean success score was significantly higher than the geometric mean score. © 2010 Taylor & Francis.Öğe Gender differences of elementary prospective teachers in mathematical beliefs and mathematics teaching anxiety(2010) Yazici E.; Ertekin E.In this study, any possible differences between mathematics beliefs and anxiety of prospective elementary mathematics teachers have been investigated according to their gender. In this purpose, 1 st, 2 nd, 3 rd and 4 th grade students from a Government University in Turkey were selected as a sample. Mathematics Teaching Anxiety Scale (MATAS) and Beliefs About Mathematics Survey (BAMS) has been used as data collection tools. As a result of the study, it has been observed that prospective male teachers have more instrumentalist approach in learning mathematics than females according to their mathematical beliefs. On the other hand, females have more mathematics teaching anxiety than males especially, for subject knowledge in mathematics and self-confidence.Öğe Is there a relationship between pre-service teachers' mathematical values and their teaching anxieties in mathematics? [¿Existe una relación entre los valores matemáticos de los futuros maestros y su ansiedad sobre la ens?anza de las matemáticas?](2011) Yazici E.; Peker M.; Ertekin E.; Dilmaç B.Introduction: The aim of this study is to investigate the relation between the pre-service teachers? mathematical values and teaching anxieties in mathematics. Method: The research was carried out on 359 teacher candidates attending the elementary school mathematics, secondary school mathematics and primary school teaching programs. To this end, the 23-item Mathematics Teaching Anxiety Scale and the 34-item Mathematical Values Scale was administered to the pre-service teachers included in the sampling. In the analysis of the data, Pearson Product Moment Correlation Coefficient analysis and regression analysis were utilized to determine the relation between the pre-service teachers? mathematical values and their teaching anxieties in mathematics. Results: As a result of the analysis of data, it was determined that there was a low level, positive correlation between the mathematical values of the pre-service teachers and their mathematics teaching anxieties. According to the regression analysis results, it can be said that constructivist values that are part of the mathematical values are the estimator of mathematics teaching anxieties that arise from self-confidence and attitude towards teaching mathematics. Discussion and conclusions: Among the mathematical values, the constructivist value preferences of the pre-service teachers directly affect their mathematics teaching anxieties, and can be taken as a sign that it is possible to reduce their mathematics teaching anxieties by affecting the mathematical value preferences of the candidates. Therefore, determining other variables that may affect value preferences of candidates gains importance. © Education & Psychology I+D+i and Editorial EOS (Spain).Öğe The relationship between epistemological beliefs and teaching anxiety in mathematics(2010) Ertekin E.; Dilmaç B.; Yazici E.; Peker M.The purpose of this study is to investigate the relationship between the anxiety of teaching mathematics and epistemological beliefs of prospective teachers. Research was carried out on 279 teacher candidates studying in the primary education mathematics teaching, secondary education mathematics teaching and class teaching programs. A 23-item Mathematics Teaching Anxiety Scale and a 35-item Epistemological Belief Scale were applied to the teacher candidates included in the sampling. In the analysis of the data, the Pearson Product-Moment Correlation Coefficient analysis was applied to determine the relationship between the anxiety of teaching mathematics and epistemological beliefs. As a result of the analysis, it has been determined that a weak, negative correlation exists between the anxiety of teaching mathematics and epistemological beliefs in the teacher candidates. © 2010 Academic Journals.
