Araştırma Makalesi
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Yıl 2019, Cilt: 3 Sayı: 2, 209 - 224, 02.12.2019

Berna Gökoğlu Uçar Erhan Ertekin

Öz

Kaynakça

  • Albayrak-Sarı, A., Canbazoğlu-Bilici, S., Baran, E., & Özbay, U. (2016). Farklı branşlardaki öğretmenlerin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterlikleri ile bilgi ve iletişim teknolojilerine yönelik tutumları arasındaki ilişkinin incelenmesi [Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards informationand communication technologies]. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 1-21.
  • Avcı, T. (2014). Fen Bilimleri öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi ve özgüven düzeylerinin belirlenmesi [Determining technological pedagogic content knowledge and self-confidence levels of science teachers] (Master’s thesis, Manisa University, Manisa, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
  • Baloğlu, M. (2001). Matematik korkusunu yenmek [Overcoming the fear of mathematics]. Kuram ve Uygulamada Eğitim Bilimleri Dergisi [Educational Sciences: Theory and Practice], 1(1), 59-76.
  • Battista, M. T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by preservice elementary teachers. School Science and Mathematics, 86(1), 10-19.
  • Baykul, Y. (1999). İlköğretimde etkili öğretme ve öğrenme öğretmen el kitabı modül 6 [Effective teaching and learning in primary education, teacher's manual, module 6]. Ankara, Turkey: M.E.B. Yayınevi.
  • Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan Eğitim Fakültesi örneği) [The causes of mathematics anxiety in elementary preservice teachers and proposals for decreasing mathematics anxiety (The example of Faculty of Erzincan Education)]. Erzincan Eğitim Fakültesi Dergisi [Erzincan University Journal of Education Faculty], 9(2), 131-144.
  • Bozkurt, A., & Cilavdaroğlu, A. K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları [Mathematics and classroom teachers’ perceptions of technology use and integration into thei̇r instruction]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(3), 859-870.
  • Delice, A., Ertekin, E., Aydın, E., & Dilmaç, B. (2009). Öğretmen adaylarının matematik kaygısı ile bilgibilimsel inançları arasındaki ilişkinin incelenmesi [An investigation of the relationship between epistemological beliefs and mathematics anxiety of student teachers]. Uluslararası İnsan Bilimleri Dergisi [Journal of Human Sciences], 6(1), 361-375.
  • Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351.
  • Gardner, L. E., & Leak, G. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28-32.
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step: a simple guide and reference (10th ed.). Boston: Pearson.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
  • Grossman, P. L. (1988). A study in contrast: sources of pedagogical content knowledge for secondary english. (Doctoral dissertation, Stanford University, USA).
  • Hacıömeroğlu, G. (2014). Elementary pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching and Learning, 1-10.
  • Hoşşirin-Elmas, S. (2010). Sınıf öğretmeni adaylarının matematik öğretmeye yönelik kaygı düzeyleri ve bu kaygıya neden olan faktörler [The pre-service primary school teachers' mathematics teaching anxiety levels and the reasons which cause this anxiety]. (Master’s thesis, Afyon Kocatepe University, Afyon, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
  • Karabacak, N., & Küçük, M. (2016). Analysis of implementation and output process of a pilot study in a school in the context of FATİH Project. Turkish Journal of Teacher Education, 5(2), 97-126.
  • Karakaş-Türker, N., & Turanlı, N. (2008). Matematik eğitimi derslerine yönelik tutum ölçeği geliştirilmesi [Developing an attitude scale for mathematics education courses]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 28(3), 17-29.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007) Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagocical content knowledge: a framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Önal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • Peker, M. (2006). Matematik öğretimine yönelik kaygı ölçeğinin geliştirilmesi [The development of mathematics teaching anxiety scale]. Eğitim Bilimleri ve Uygulama Dergisi [Journal of Educational Sciences and Practices], 5(9), 73-92.
  • Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 335-345.
  • Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  • Republic of Turkey Ministry of National Education. (2008). Öğretmen yeterlilikleri: öğretmenlik mesleği genel ve özel alan yeterlilikleri [Teacher competencies: general and special field competencies of teaching profession]. Ankara, Turkey: Devlet Kitapları Müdürlüğü Basımevi.
  • Republic of Turkey Ministry of National Education. (2009). İlköğretim matematik dersi 6-8. sınıflar öğretim programı [Elementary mathematics course curriculum of 6th, 7th & 8th classes]. Ankara, Turkey: Devlet Kitapları Müdürlüğü Basımevi.
  • Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi-analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL-analysis and reporting]. Ankara, Turkey: Anı Yayıncılık.
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tatar, E., Zengin, Y., & Kağızmanlı, T. B. (2015). What is the relationship between technology and mathematics teaching anxiety? Educational Technology & Society, 18(1), 67–76.
  • Tekin, V. N. (2006). İstatistiğe Giriş [Introduction to Statistics]. Ankara, Turkey: Seçkin Yayıncılık.
  • Türnüklü, E. B. & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Preservice primary mathematics teachers’ perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 1(Content Knowledge), 1-13.
  • Umay, A. (2002). İlköğretim matematik öğretmenliği programının öğrencilerin matematiğe karşı özyeterlik algısına etkisi [The effect of elementary mathematics education program on students' perception of self-efficacy against mathematics], V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Yenilmez, K., & Duman, A. (2008). İlköğretimde matematik başarısını etkileyen faktörlere İlişkin öğrenci görüşleri [Students’ opinions about the factors which affect the mathematics success in elementary education]. Kyrgyzstan-Turkey Manas University The Journal of Social Sciences, 19, 251-268.

A Study on the Relationship Between the Pre-service Mathematics Teachers' Technological Pedagogical Content Knowledge and Mathematics Teaching Anxiety

Yıl 2019, Cilt: 3 Sayı: 2, 209 - 224, 02.12.2019

Berna Gökoğlu Uçar Erhan Ertekin

Öz

The aim of this study
is to investigate correlation between the mathematics teaching anxiety levels
of pre-service mathematics teachers and their technological pedagogical content
knowledge levels. In this study, we have utilized correlational survey model as
a quantitative research approach. The research has been conducted on 277
pre-service teachers who are studying at the 1st, 2nd, 3rd and 4th grades of
Mathematics Teaching and Primary Education Mathematics Teaching departments of
a state university located at Central Anatolia region of Turkey in 2018-2019
academic year. In order to analyze the data, Pearson Correlation Coefficient
and Multiple Regression Analysis have been used. The results of the study
revealed that there is an inverse, medium level and statistically meaningful
relation between all subdimensions of Technological Pedagogical Content
Knowledge Scale (TPACK-Math) and Mathematics Teaching Anxiety Scale (MATAS). In
addition, it was found that technological knowledge (TK), content knowledge (CK)
and technological pedagogical content knowledge (TPCK) sub-dimensions were
significant predictors of “the anxiety originated from content knowledge”; TK
and CK sub-dimensions were significant predictors of “the anxiety originated
from self-efficacy”; CK and Contexts Knowledge sub-dimensions were significant
predictors of “the anxiety originated from the attitude toward mathematics
teaching”; the Contexts Knowledge sub-dimension was a significant predictor of
“the anxiety originated from pedagogical content knowledge”.

Anahtar Kelimeler

Pre-service teachers Mathematics teaching anxiety Technological pedagogical content knowledg Pre-service teachers

Kaynakça

  • Albayrak-Sarı, A., Canbazoğlu-Bilici, S., Baran, E., & Özbay, U. (2016). Farklı branşlardaki öğretmenlerin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterlikleri ile bilgi ve iletişim teknolojilerine yönelik tutumları arasındaki ilişkinin incelenmesi [Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards informationand communication technologies]. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 1-21.
  • Avcı, T. (2014). Fen Bilimleri öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi ve özgüven düzeylerinin belirlenmesi [Determining technological pedagogic content knowledge and self-confidence levels of science teachers] (Master’s thesis, Manisa University, Manisa, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
  • Baloğlu, M. (2001). Matematik korkusunu yenmek [Overcoming the fear of mathematics]. Kuram ve Uygulamada Eğitim Bilimleri Dergisi [Educational Sciences: Theory and Practice], 1(1), 59-76.
  • Battista, M. T. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by preservice elementary teachers. School Science and Mathematics, 86(1), 10-19.
  • Baykul, Y. (1999). İlköğretimde etkili öğretme ve öğrenme öğretmen el kitabı modül 6 [Effective teaching and learning in primary education, teacher's manual, module 6]. Ankara, Turkey: M.E.B. Yayınevi.
  • Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan Eğitim Fakültesi örneği) [The causes of mathematics anxiety in elementary preservice teachers and proposals for decreasing mathematics anxiety (The example of Faculty of Erzincan Education)]. Erzincan Eğitim Fakültesi Dergisi [Erzincan University Journal of Education Faculty], 9(2), 131-144.
  • Bozkurt, A., & Cilavdaroğlu, A. K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları [Mathematics and classroom teachers’ perceptions of technology use and integration into thei̇r instruction]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(3), 859-870.
  • Delice, A., Ertekin, E., Aydın, E., & Dilmaç, B. (2009). Öğretmen adaylarının matematik kaygısı ile bilgibilimsel inançları arasındaki ilişkinin incelenmesi [An investigation of the relationship between epistemological beliefs and mathematics anxiety of student teachers]. Uluslararası İnsan Bilimleri Dergisi [Journal of Human Sciences], 6(1), 361-375.
  • Dreger, R. M., & Aiken, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351.
  • Gardner, L. E., & Leak, G. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21(1), 28-32.
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step: a simple guide and reference (10th ed.). Boston: Pearson.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK development in science teaching: measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
  • Grossman, P. L. (1988). A study in contrast: sources of pedagogical content knowledge for secondary english. (Doctoral dissertation, Stanford University, USA).
  • Hacıömeroğlu, G. (2014). Elementary pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. International Journal for Mathematics Teaching and Learning, 1-10.
  • Hoşşirin-Elmas, S. (2010). Sınıf öğretmeni adaylarının matematik öğretmeye yönelik kaygı düzeyleri ve bu kaygıya neden olan faktörler [The pre-service primary school teachers' mathematics teaching anxiety levels and the reasons which cause this anxiety]. (Master’s thesis, Afyon Kocatepe University, Afyon, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezmerkezi/
  • Karabacak, N., & Küçük, M. (2016). Analysis of implementation and output process of a pilot study in a school in the context of FATİH Project. Turkish Journal of Teacher Education, 5(2), 97-126.
  • Karakaş-Türker, N., & Turanlı, N. (2008). Matematik eğitimi derslerine yönelik tutum ölçeği geliştirilmesi [Developing an attitude scale for mathematics education courses]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 28(3), 17-29.
  • Karasar, N. (2006). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayın Dağıtım.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York, NY: Routledge.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007) Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagocical content knowledge: a framework for teacher knowledge. Teacher College Record, 108(6), 1017-1054. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Önal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • Peker, M. (2006). Matematik öğretimine yönelik kaygı ölçeğinin geliştirilmesi [The development of mathematics teaching anxiety scale]. Eğitim Bilimleri ve Uygulama Dergisi [Journal of Educational Sciences and Practices], 5(9), 73-92.
  • Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 335-345.
  • Peker, M., & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
  • Republic of Turkey Ministry of National Education. (2008). Öğretmen yeterlilikleri: öğretmenlik mesleği genel ve özel alan yeterlilikleri [Teacher competencies: general and special field competencies of teaching profession]. Ankara, Turkey: Devlet Kitapları Müdürlüğü Basımevi.
  • Republic of Turkey Ministry of National Education. (2009). İlköğretim matematik dersi 6-8. sınıflar öğretim programı [Elementary mathematics course curriculum of 6th, 7th & 8th classes]. Ankara, Turkey: Devlet Kitapları Müdürlüğü Basımevi.
  • Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi-analiz ve raporlaştırma [Practical data analysis with SPSS and LISREL-analysis and reporting]. Ankara, Turkey: Anı Yayıncılık.
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Tatar, E., Zengin, Y., & Kağızmanlı, T. B. (2015). What is the relationship between technology and mathematics teaching anxiety? Educational Technology & Society, 18(1), 67–76.
  • Tekin, V. N. (2006). İstatistiğe Giriş [Introduction to Statistics]. Ankara, Turkey: Seçkin Yayıncılık.
  • Türnüklü, E. B. & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Preservice primary mathematics teachers’ perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 1(Content Knowledge), 1-13.
  • Umay, A. (2002). İlköğretim matematik öğretmenliği programının öğrencilerin matematiğe karşı özyeterlik algısına etkisi [The effect of elementary mathematics education program on students' perception of self-efficacy against mathematics], V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
  • Yenilmez, K., & Duman, A. (2008). İlköğretimde matematik başarısını etkileyen faktörlere İlişkin öğrenci görüşleri [Students’ opinions about the factors which affect the mathematics success in elementary education]. Kyrgyzstan-Turkey Manas University The Journal of Social Sciences, 19, 251-268.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Articles
Yazarlar

Berna Gökoğlu Uçar

Erhan Ertekin 0000-0002-6466-8996

Yayımlanma Tarihi 2 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 3 Sayı: 2

Kaynak Göster

APA Gökoğlu Uçar, B., & Ertekin, E. (2019). A Study on the Relationship Between the Pre-service Mathematics Teachers’ Technological Pedagogical Content Knowledge and Mathematics Teaching Anxiety. Research on Education and Psychology, 3(2), 209-224.

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