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THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS

Artigo2023

Dilara Çayci ORCID; Özge Maviş Sevim ORCID

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Resumo

This correlational study aims to determine the mathematics teaching anxiety levels and mathematical development beliefs of prospective preschool teachers, and to find out the relationship between these two concepts. Data were collected through the usage of 'Mathematics Teaching Anxiety Scale for Classroom Teachers' and 'Mathematical Development Belief Scale' from 200 prospective preschool teachers. The results show that prospective teachers’ mathematics teaching anxiety and mathematical development beliefs were found to be moderate level. It is seen that there was no significant relationship between the overall mathematical development beliefs and the mathematics teaching anxiety scales of the prospective preschool teachers. However, there were significant correlations between the sub-scale. Considering the relationships based on the sub-scale, it is possible to conclude that the high mathematical development beliefs of prospective preschool teachers may make them more anxious about mathematics teaching. This can lead to the interpretation that increased beliefs of students about mathematics escalate their anxiety about 'achieving better'. Based on the results obtained in the current study, it can be recommend that content and applications that will increase the knowledge and experience of prospective teachers regarding their field knowledge of mathematics can be developed to move the levels of their mathematical development beliefs to a high position and also to prevent these high levels from having a very high effect on their anxiety levels.

Dados da obra

Tipo
Artigo
Periódico
Trakya Eğitim Dergisi, v. 13, n. 1, p. 174-187
Ano
2023 (2023-01-26)
Idioma
en
Palavras-chave
mathematics teaching anxiety; teacher beliefs; mathematics teacher education; early childhood mathematics education; mathematics content knowledge
Temas
Formação de Professores de Matemática
DOI
10.24315/tred.1017661
ISSN
2146-071X, 2630-6301
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ÇAYCI, Dilara; SEVIM, Özge Maviş. THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS. Trakya Eğitim Dergisi, v. 13, n. 1, p. 174-187, 2023. DOI: https://doi.org/10.24315/tred.1017661.

APA

Çayci, D., & Sevim, Ö. M. (2023). THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS. Trakya Eğitim Dergisi, 13(1), 174-187. https://doi.org/10.24315/tred.1017661

BibTeX
@article{cayci2023,
  author = {Çayci, Dilara and Sevim, Özge Maviş},
  title = {THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS},
  year = {2023},
  journal = {Trakya Eğitim Dergisi},
  volume = {13},
  number = {1},
  pages = {174-187},
  doi = {10.24315/tred.1017661},
  language = {en}
}
RIS
TY  - JOUR
AU  - Çayci, Dilara
AU  - Sevim, Özge Maviş
TI  - THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS
PY  - 2023
JO  - Trakya Eğitim Dergisi
VL  - 13
IS  - 1
SP  - 174
EP  - 187
DO  - 10.24315/tred.1017661
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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