The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students

Bekdemir M.

EDUCATIONAL STUDIES IN MATHEMATICS, cilt.75, sa.3, ss.311-328, 2010 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 75 Sayı: 3
  • Basım Tarihi: 2010
  • Doi Numarası: 10.1007/s10649-010-9260-7
  • Dergi Adı: EDUCATIONAL STUDIES IN MATHEMATICS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.311-328
  • Erzincan Binali Yıldırım Üniversitesi Adresli: Evet

Özet

One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience affect mathematics anxiety in pre-service elementary teachers. Another goal is to find out how the causes of their anxiety relate to these negative experiences. The participants were 167 senior elementary pre-service teachers. Three different instruments were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience Reflection Test, and Interview Protocol. The findings show that many pre-service teachers have mathematics anxiety and that the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety in pre-service teachers. Also, the majority of instances of participants' mathematics anxiety are caused by the teachers, their behavior or teaching approaches in their past.