Gender differences of elementary prospective teachers in mathematical beliefs and mathematics teaching anxiety

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dc.contributor.authorYazici E.
dc.contributor.authorErtekin E.
dc.date.accessioned2020-03-26T18:06:06Z
dc.date.available2020-03-26T18:06:06Z
dc.date.issued2010
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractIn 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.en_US
dc.identifier.endpage131en_US
dc.identifier.issn2010376Xen_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage128en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/25622
dc.identifier.volume67en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.relation.ispartofWorld Academy of Science, Engineering and Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectGenderen_US
dc.subjectMathematical beliefsen_US
dc.subjectMathematics teaching anxietyen_US
dc.subjectProspective elementary mathematics teachersen_US
dc.titleGender differences of elementary prospective teachers in mathematical beliefs and mathematics teaching anxietyen_US
dc.typeArticleen_US

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