The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Gürhan DURAK
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to examine the relationship between pre-service mathematics teachers' technological pedagogical content knowledge and their anxiety about teaching mathematics according to gender and class variables. The relational survey model, which is one of the general survey model types, was used in the research carried out by following the quantitative paradigm. Data were collected online from 196 pre-service teachers using the "Mathematics Teaching Anxiety Scale" and the "Technological Pedagogical Content Knowledge Scale". T-test, one way ANOVA and Pearson's Product Moments Correlation Analysis were used in the analysis of the data. The results showed that the pre-service teachers' genders and classes did not affect their mathematics teaching anxieties and technological pedagogical content knowledge. It also revealed a weak positive relationship between the pre-service teachers' technological pedagogical content knowledge and mathematics teaching anxieties.
Açıklama
Anahtar Kelimeler
Technological pedagogical content knowledge|Teaching mathematics anxiety|Teacher training
Kaynak
Journal of Educational Technology and Online Learning
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
3
