Mathematics Anxiety and Beliefs of Turkish Pre-service Elementary Teachers
Figen Uysal 1 * , Yüksel Dede 2
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1 Bilecik Seyh Edebali University, TURKEY
2 Gazi University, TURKEY
* Corresponding Author


The purpose of this study was to investigate the relationship between pre-service elementary teachers’ mathematics teaching beliefs and mathematics anxiety. The participants of the study consist of 96 pre-service elementary teachers from a department of primary education in a state university in Turkey during the 2010-2011 spring term. Mathematics Anxiety Rating Scale: Short Version and Beliefs about Teaching Mathematics Scale were used as the measuring instruments. The results reveal that pre-service elementary teachers’ scores on beliefs about teaching mathematics were high whereas mathematics anxiety levels were low in general. The correlations between the sub-scales of the MARS-SV and child-centeredness beliefs are not significant at the 0.05 level. As a result, some recommendations concerning the situation and future research were made.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 8, pp. 2171-2186

Publication date: 17 Dec 2016

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