Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Peker, Murat

doi:10.12973/ejmste/75284

Cited by 89 publications

(117 citation statements)

References 25 publications

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“…Besides the mathematical values of pre-service teachers in mathematics education, their teaching anxiety in mathematics is also an important issue under study (Peker, 2006(Peker, , 2008(Peker, , 2009a(Peker, , 2009b(Peker, , 2009cPeker & Halat, 2008, 2009Peker, Halat & Mirasyedioğlu, 2010). Teaching anxiety is defined as the anxiety experienced in relation with the teaching process comprising the preparation and implementation of classroom activities (Gardner & Leak, 1994).…”

Section: Introductionmentioning

confidence: 99%

“…Levine (1996) has stated that high levels of mathematics teaching anxiety in pre-service teachers are related to insufficient math knowl-edge and bad mathematics learning experiences in the past. At the same time, in other research carried out, it was established that the teaching anxieties of pre-service teachers was dependent on the concrete materials they required in teaching mathematics, that is, the more concrete materials needed, the higher teaching anxiety of the pre-service teachers (Peker, 2008), that the teaching anxieties of pre-service teachers in mathematics was influenced by the teaching methods applied in lectures attended in university (Peker, 2009a(Peker, , 2009cPeker & Halat, 2009), that teaching anxiety differed according to the learning styles of pre-service teachers (Peker, 2009b), and that there is no statistically significant difference according to gender in the mathematics teaching anxieties of pre-service primary school teachers (Peker & Halat, 2008) and in teaching anxieties of pre-service mathematics teachers (Peker, Halat & Mirasyedioğlu, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Is there a relationship between pre-service teachers‟ mathematical values and their teaching anxieties in mathematics?

Yazici

Peker

Ertekin

et al. 2017

EJREP

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Is there a relationship between pre-service teachers‟ mathematical values and their teaching anxieties in mathematics?

Yazici

Peker

Ertekin

et al. 2017

EJREP

Self Cite

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“…Furthermore, Peker (2008) found that when the need for finding concrete examples for pre-service teachers' teaching is increasing, the pre service teachers' levels of anxiety about mathematics teaching are also increasing. As a result of the study by Peker (2009b), it was determined that the use of expanded microteaching reduced preservice teachers' teaching anxiety about mathematics. Uusimaki and Nason (2004) reported that pre-service teachers' negative beliefs and anxiety about mathematics have a powerful impact on the practice of teaching.…”

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confidence: 99%

The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics

Ural¹

2015

Journal of Theoretical Educational Science

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ABSTRACT:The aim of the study is to investigate the effect of mathematics self-efficacy belief on anxiety of teaching mathematics. The participants of the study consist of 42 mathematics teacher candidates in the Department of Mathematics Education, Faculty of Education. The scale of mathematics self-efficacy, developed by Umay (2001), and the scale of mathematics teaching anxiety, developed by Peker (2006), was enrolled as measurement tools. Pearson correlation was used for the correlation between teacher candidates' average points from the both scales. The results revealed that there was a significant and negative correlation mathematics self-efficacy beliefs and anxiety of teaching mathematics. This result means that the students' mathematics teaching anxiety decreases as their mathematics self-efficacy beliefs increase. On the other hand, it was seen that mathematics self-efficacy belief explains 35% of the variance in teaching mathematics anxiety. Besides, it was determined that mathematics teacher candidates' mathematics teaching anxiety was at low level, and mathematics efficacy beliefs are at high level. Mathematics self-efficacy refers to the belief or perception that one is capable of organizing and executing the actions necessary to succeed at a given mathematical task. For this aim, their knowledge and abilities relating mathematical concepts and also their confidences about their mathematical abilities must be enhanced.

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“…Bunun için önce, matematik öğretmen ve öğretmen adaylarının kendi öğrenme stillerini ve özelliklerini kapsamlı olarak bilmeli ve tanımalıdır. Matematik öğretmen adaylarının öğrenme stillerinin belirlenmesine ve öğrenme stiline dayalı öğrenme süreçlerinin incelenmesine yönelik araştırmaların (Ali & Kor, 2007;Elçi, 2008;Ertekin, Dilmaç & Yazıcı, 2009;Fer, 2003;Küçükkaragöz, et al, 2009;Orhun, 2007;Peker, Mirasyedioğlu & Aydın, 2004;Peker, 2009;Perry & Ball, 2004) yapıldığı bilinmektedir. Ancak, öğrenme stili modellerinin temellerindeki farklılıklar ve ölçme araçlarının yapısı ve belli değerlendirmeler nedeniyle öğrenme stillerinin esnek yapısı tam olarak görülememektedir.…”

Section: öğRenme Stilleriunclassified

Investigation of Prospective Elementary Mathematics Teachers’ Learning Styles and Relationships between Them Using Data Mining

Narli

Aksoy²,

Ercire³

2014

IJESIM

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One of the general discussion in the studies about learning style is what degree of students whose learning style is determined, have other learning styles. In this context, the aim of this study is to determine the learning styles of prospective elementary mathematics teachers and to explore the relationships between these styles by using data mining techniques. Data mining can be defined as applications of different algorithms to identify patterns and relationships in a data set. For this purpose, Grasha-Reichmann Learning Styles Inventory was applied to 400 prospective elementary mathematics teachers at Dokuz Eylul University. Cronbach's alpha reliability coefficient of the scale was found as 0.83.Results show that more than 50% of female students have "independent'' learning style. At the same time students who have competitive learning style had the least number of students. The male students who have collaborative and dependent learning styles were the majority.. From Class 1 to Class 4, it was observed that the number of students who have individual learning styles was decreasing and the number of students who have cooperative learning styles was increasing. In network graph, it was found that one of the strongest relationships was between the students who have cooperative and independent learning style with high level. On the other hand the relationship between the students who have passive and independent learning style with low level was not seen in graph. The decision tree indicates that the most effective attribute is independent learning style to identify which level of the learning style students have. Besides in the Data mining, learning styles, Mathematics Education association rules model several rules are constructed with %75 confidence. Extended SummaryWith the transition to learner-centered education, approaches related to teaching and learning began to be questioned and developed in education system. The fundamental basis of the change is individual features of students and effect of these features to educational environment.Teachers can use individual differences in planning learning environments and processes (Tomlinson, 1997: 25). These individual differences consist of a lot of feature such as learning style. Kolb (1984) defines learning style as a preferred way of gathering information, whereas for Dunn (1984) learning style is an individual way of absorbing and retaining information or skills. Özer (1998) reported that teachers must know students' learning styles for effective learning.

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Pre-Service Teachers’ Teaching Anxiety about Mathematics and Their Learning Styles

Cited by 89 publications

References 25 publications

Is there a relationship between pre-service teachers‟ mathematical values and their teaching anxieties in mathematics?

Is there a relationship between pre-service teachers‟ mathematical values and their teaching anxieties in mathematics?

The Effect of Mathematics Self-Efficacy on Anxiety of Teaching Mathematics

Investigation of Prospective Elementary Mathematics Teachers’ Learning Styles and Relationships between Them Using Data Mining

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