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The Effects of an Instruction Using Problem Solving Strategies in Mathematics on the Teaching Anxiety Level of the Pre-Service Primary School Teachers

100%
Peker M.
The New Educational Review
|
2009
|
vol. 19
95-114
EN
The purpose of this study was to investigate the comparison of an instruction using problem solving strategies in mathematics methods course with an instruction using a traditional textbook. There were a total of 70 pre-service primary school teachers involved in the study. The participants were divided into two groups, experimental and control groups. Thirty six of them were included in the experimental and thirty four of them were included in the control group. The research was conducted in a mathematics methods course. While the participants in the experimental group were exposed to the problem solving strategies during the instruction, the others in the control group followed the traditional instruction. In the collection of the data, the researcher employed the Mathematics Teaching Anxiety Scale (MATAS) including twenty three items. This instrument was administered to the participants before and after seven weeks of instruction. After the collection of the data, the researcher used the independent samples t-test and ANCOVA to analyze the quantitative data. The study showed that there were statistically significant differences regarding the teaching anxiety level between the control and experimental groups favouring the experimental group. In other words, the participants who were exposed to the problem solving strategies had a lower teaching anxiety level in mathematics than the others.
2
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The Relationship between Mathematics Teaching Anxiety and Mathematics Anxiety

63%
Peker M., Ertekin E.
The New Educational Review
|
2011
|
vol. 23
213-226
EN
The aim of this study is to examine the relationship between pre-service teachers’ anxiety levels in relation to teaching of mathematics and their mathematics anxiety levels, as well as to determine gender differences in these two anxieties. A total of 316 pre-service teachers were involved in this study. Of the total, 100 were pre-service primary school teachers, 115 were pre-service elementary mathematics teachers, and 101 were pre-service secondary mathematics teachers. A 23-item Mathematics Teaching Anxiety Scale and a 45-item Mathematics Anxiety Scale were used in data collection. Data analysis involved Pearson Product Moments Correlation Coefficient analysis in order to investigate the relationship between mathematics teaching anxiety and mathematics anxiety and an independent samples t-test in order to examine gender differences in mathematics teaching anxiety and mathematics anxiety. The results indicated a positive, moderate relationship between pre-service teachers’ mathematics teaching anxiety and mathematics anxiety. No significant gender differences were found in pre-service teachers’ mathematics teaching anxiety and mathematics anxiety
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Investigation of Pre-Service Teachers’ Attitudes toward Using the Computer in Teaching and Learning Mathematics

51%
Duru A., Peker M., Birgin O.
The New Educational Review
|
2012
|
vol. 27
283-294
EN
The purpose of this study was to examine the attitudes of the pre-service teachers toward the use of the computer in mathematics classrooms. This study was conducted with 378 Turkish pre-service teachers (195 pre-service elementary school (PES) teachers, 183-pre-service mathematics (PM) teachers). Data were collected with an “Information Form for Computer Use” and a “Computer Attitude Scale for Teaching Mathematics” (CASTM). The CASTM consisted of fifteen 5-Likert scale type items and had 3 sub-factors. After the collection of quantitative data, the researchers used descriptive statistics and independent sample t-test in the analysis of the data. Results showed that there was a significant difference in the pre-service teacher’ attitudes and confidence towards the CASTM in terms of gender. It was also determined that the PM teachers’ attitudes and their confidence towards the computer were significantly higher than the PES teachers.
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