Investigation of the Relationship Between Class Teachers’ Levels of Mathematical Thinking and Mathematics Teaching Anxiety in Terms of Different Variables

The current study aimed to investigate the relationship between class teachers’ level of mathematical thinking and level of anxiety about mathematics teaching in terms of different variables. To this end, the correlational and causal comparative method, one of the qualitative research methods, was used in the study. The study group of the current research is comprised of 509 class teachers working in state primary schools in the city of İstanbul in the 2019-2020 school year. As the data collection tools, the “Class Teachers’ Mathematical Thinking Scale” and the “Mathematics Teaching Anxiety Scale” were used. In the analysis of the data obtained from the scales, descriptive and parametric analyses (t-test and ANOVA) and Pearson Product-Moment Correlation were used. A low and negative correlation was found between the class teachers’ levels of mathematical thinking and mathematics teaching anxiety. Moreover, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were found to be varying significantly depending on gender. In addition, the class teachers’ levels of mathematical thinking and mathematics teaching anxiety were also found to be varying depending on the type of high school graduated and the length of service in the profession.

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The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety

SAGE Open ◽

10.1177/2158244019871049 ◽

2019 ◽

Vol 9 (3) ◽

pp. 215824401987104 ◽

Cited By ~ 1

Author(s):

Zeki Aksu ◽

Ümit Kul

Keyword(s):

Content Knowledge ◽

Mathematics Teaching ◽

Teaching Efficacy ◽

Pedagogical Content ◽

Mediating Role ◽

Mathematics Teaching Efficacy ◽

Teaching Anxiety ◽

And Mathematics ◽

The Relationship

Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were 463 volunteer pre-service teachers who completed a questionnaire package that included the MTE Scale, the MTA Scale, and the PCK Scale. The theoretical model was tested using structural equation modeling and a bootstrapping procedure. It was revealed that MTE has a partial mediating role in the relationship between PCK and MTA for pre-service teachers. The findings indicated that a high level of PCK increases pre-service teachers’ MTE, which decreases their MTA. Although PCK predicts MTE that in turn predicts MTA, more longitudinal and experimental studies are needed to better understand this sequence.

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Mathematics anxiety and mathematics teaching anxiety of in-service and pre-service primary school teachers

Teacher Development ◽

10.1080/13664530.2020.1785541 ◽

2020 ◽

Vol 24 (4) ◽

pp. 502-519

Author(s):

Dorit Patkin ◽

Yoram Greenstein

Keyword(s):

Primary School ◽

Mathematics Teaching ◽

Mathematics Anxiety ◽

School Teachers ◽

Primary School Teachers ◽

Teaching Anxiety ◽

And Mathematics

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THE ISSUES AND CHALLENGES OF MATHEMATICS TEACHING AND LEARNING IN MALAYSIA ORANG ASLI PRIMARY SCHOOLS FROM TEACHERS' PERSPECTIVES

Malaysian Journal of Learning and Instruction ◽

10.32890/mjli2021.18.2.5 ◽

2021 ◽

Vol 18 (No.2) ◽

pp. 129-160

Author(s):

Ruzlan Md-Ali ◽

Arsaythamby Veloo ◽

S. Kanageswari Suppiah Shanmugam ◽

Yus'aiman Jusoh @ Yusoff ◽

Rosna Awang Hashim

Keyword(s):

Mathematics Teachers ◽

Mathematics Teaching ◽

Primary Schools ◽

Teaching And Learning ◽

Mathematics Learning ◽

Orang Asli ◽

Mathematics Competence ◽

Mathematics Teaching And Learning ◽

And Mathematics ◽

Teachers Perspectives

Purpose - The Malaysian government has allocated a large budget for Orang Asli primary school education via the Department of Orang Asli Development (JAKOA) to help improve Orang Asli pupils’ academic performance including mathematics. Teachers face challenges in ensuring that Orang Asli pupils become competent learners of mathematics. Hence, this study examined the teachers’ perspectives on the issues and challenges in the teaching and learning of mathematics at Orang Asli primary schools in Malaysia. Methodology - In this qualitative study, Two Orang Asli primary schools were randomly selected from eight primary schools within an Orang Asli Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the schools’ administrators and mathematics teachers. Findings - The results of the data analysis showed that there were two main themes, namely classroom challenges and school challenges, in determining mathematics competence among Orang Asli pupils. Classroom challenges consisted of five sub-themes namely coverage of mathematics syllabus, mathematics teaching and learning resources, pupil engagement, language barrier, and mathematics learning culture. School challenges consisted of two sub-themes namely school attendance and discipline. To enhance mathematics competence among Orang Asli pupils, it is deemed important to conduct programmes and community engagement. Significance - This study contributes to the knowledge of the teaching and learning of mathematics at Orang Asli primary schools. It is recommended that teachers allow Orang Asli pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly encouraged to conduct mathematics teaching and learning activities in groups to develop meaningful and engaging lessons.

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Reporting Research for Practitioners: Proposed Guidelines

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.43.2.0126 ◽

2012 ◽

Vol 43 (2) ◽

pp. 126-143 ◽

Cited By ~ 1

Author(s):

Daniel J. Heck ◽

James E. Tarr ◽

Karen F. Hollebrands ◽

Erica N. Walker ◽

Robert Q. Berry III ◽

...

Keyword(s):

Education Research ◽

Mathematics Teaching ◽

Teaching Practice ◽

Mathematics Curriculum ◽

National Council ◽

Research And Teaching ◽

Curriculum Instruction ◽

And Mathematics ◽

The Relationship ◽

Increasing Student Learning

The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.).

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