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

Bekdemir, Mehmet

doi:10.1007/s10649-010-9260-7

Cited by 173 publications

(143 citation statements)

References 26 publications

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“…These two constructs, anxiety and attitude towards mathematics have profound implications for children's learning, achievement, and academic performance in school (Bekdemir, 2010 Pekrun, 2006;Schenkel, 2009). Instructional approaches that are used for teaching hold a key role in children's aspirations to pursuing future career choices related to mathematics.…”

Section: Introductionmentioning

confidence: 99%

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

Hacıömeroğlu¹

2017

ADN

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This current study examined the reciprocal relationship between anxiety and attitude towards mathematics in elementary students. Two instruments (attitudes towards mathematics inventory short form [ATMI-Short Form] and the Revised Fennema-Sherman Mathematics Anxiety Scale [Revised-FSMAS]) were administered to 310 fourth grade elementary students. Results of this study revealed that elementary students had higher level of attitude towards mathematics in comparison to their mathematics anxiety level. Findings of the study revealed that mathematics attitudes were linked to their mathematics anxiety. Although the magnitude of the correlations between mathematics anxiety and attitude towards mathematics were not very strong, the significant relationship between these two components should be acknowledged.

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Section: Introductionmentioning

confidence: 99%

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

Hacıömeroğlu¹

2017

ADN

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“…Similar inferences have been made in the literature (Keklikçi & Yılmazer, 2013;Putwain & Symes, 2011;Hadley & Dorward, 2011;Bates et. al., 2011;Peker & Ertekin, 2011;McGlynn-Stewart, 2010;Bekdemir, 2010;Adnan & Zakarai, 2010;Martino & Zan, 2010;Gresham, 2009;Rule & Harrell, 2006;Özçakır-Sümen, Çağlayan & Kartal, 2015).…”

Section: Results and Interpretations For The Second Research Questionmentioning

confidence: 99%

Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes

Özdemir¹,

Şeker²

2017

IES

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The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers' mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Özdemir and Gür (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers' metaphors for aspects of mathematics were collected as data. The participants in the study were third-and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balıkesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers' mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.

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“…Definición más reciente es la aportada por Bekdemir (2010), quien considera la ansiedad matemática como un sentimiento ilógico de pánico, vergüenza, frenesí, evitación y miedo, que son físi-camente visibles, y que evitan la solución, el aprendizaje y el éxito de las matemáticas.…”

Section: Emociones Hacia Las Matemáticas Y La Rpmunclassified

El Dominio Afectivo en La Resolución De Problemas Matemáticos: Una Jerarquización De Sus Descriptores

Carrasco¹,

Lizarazo²,

Amo³

2017

Revista INFAD de Psicología

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ABSTRACT:At present the relevance of the affective domain in the learning and personal development and, specifically, in mathematics and mathematics problem solving (MPS) is observed. However, as Gómez-Chacón ( 2000) suggests, a persistent problem in the understanding of affect in the teaching and learning of mathematics has been to find a clear definition of what is affection or the affective domain. That is why the aim of this paper is to provide a clear definition of the affective domain in mathematics and MPS as well as identify and rank the descriptors or dimensions that comprise this construct: attitudes (mathematics and toward mathematics) , emotions (emphasis in anxiety as the most influential in the MPS) and beliefs ( about the nature and the teaching and learning of mathematics and MPS, about the social context and about self as problem solver. As a innovative aspect, further elucidate the discussion between consider the anxiety as an emotion or attitude, we include generalized control expectations (contingency, helplessness, belief in luck, self-efficacy and success) in beliefs about oneself as a mathematic learner and mathematics problems solver.. Keywords: affective domain; mathematics problema solving; beliefs; attitudes; emotions. RESUMEN:En la actualidad queda constatada la relevancia que tiene el dominio afectivo en el desarrollo y en el aprendizaje de las personas y, de forma concreta, en las matemáticas y la resolución de problemas matemáticos (RPM). No obstante, tal como indica Gómez-Chacón (2000), un problema persistente en la comprensión del afecto en la enseñanza y aprendizaje de las matemáticas ha sido encontrar una definición clara de qué es el afecto o el dominio afectivo. Es por ello que el objetivo

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

Cited by 173 publications

References 26 publications

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes

El Dominio Afectivo en La Resolución De Problemas Matemáticos: Una Jerarquización De Sus Descriptores

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