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    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).
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    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.