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?]

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dc.contributor.authorYazici E.
dc.contributor.authorPeker M.
dc.contributor.authorErtekin E.
dc.contributor.authorDilmaç B.
dc.date.accessioned2020-03-26T18:22:03Z
dc.date.available2020-03-26T18:22:03Z
dc.date.issued2011
dc.departmentSelçuk Üniversitesien_US
dc.description.abstractIntroduction: 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).en_US
dc.identifier.endpage282en_US
dc.identifier.issn1699-5880en_US
dc.identifier.issue1en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage263en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12395/27109
dc.identifier.volume9en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoesen_US
dc.relation.ispartofElectronic Journal of Research in Educational Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.selcuk20240510_oaigen_US
dc.subjectMathematical valueen_US
dc.subjectMathematics teaching anxietyen_US
dc.subjectPre-service teacheren_US
dc.titleIs 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?]en_US
dc.typeArticleen_US

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