Bilgiç, Emine Nur Ünveren2025-03-242025-03-2420222618-6586https://doi.org/10.31681/jetol.1115994https://hdl.handle.net/20.500.12684/18876The 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.en10.31681/jetol.1115994info:eu-repo/semantics/openAccessTechnological pedagogical content knowledge|Teaching mathematics anxiety|Teacher trainingArticle53619635