Examining Levels of Mathematics Teaching Anxiety of Pre-service Teachers

This research was conducted in order to determine the levels of mathematics teaching anxiety of preservice mathematics teachers. Survey design was used in the research. The sample of the research was composed of 475 pre-service mathematics teachers who study in the education faculty in a state university in Turkey. A personal information form and a mathematics teaching anxiety scale were used as a data collection tools in the research. The scale comprises 4 sub-dimensions: teaching anxiety caused by content knowledge, teaching anxiety caused by selfconfidence, teaching anxiety caused by attitude towards teaching mathematics and teaching anxiety caused by teaching knowledge. As a result of the research, it was determined that the levels of mathematics teaching anxiety of pre-service teachers are below the average score value. Accordingly, it was detected that there was a difference among the levels of mathematics teaching anxiety of pre-service teachers in terms of teaching anxiety caused by content knowledge sub-dimension and their general anxiety according to elementary undergraduate program and secondary undergraduate program. Moreover, it was observed that there was a difference according to class levels among the mathematics teaching anxiety of pre-service mathematics teachers’ mathematics teaching anxiety in terms of the sub-dimension of teaching knowledge. Lastly, it was determined that the anxiety of mathematics teaching of pre-service teachers did not differ in terms of gender.