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THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS

Yıl 2023, Cilt: 13 Sayı: 1, 174 - 187, 26.01.2023
https://doi.org/10.24315/tred.1017661

Öz

This correlational study aims to determine the mathematics teaching anxiety levels and mathematical development beliefs of prospective preschool teachers, and to find out the relationship between these two concepts. Data were collected through the usage of 'Mathematics Teaching Anxiety Scale for Classroom Teachers' and 'Mathematical Development Belief Scale' from 200 prospective preschool teachers. The results show that prospective teachers’ mathematics teaching anxiety and mathematical development beliefs were found to be moderate level. It is seen that there was no significant relationship between the overall mathematical development beliefs and the mathematics teaching anxiety scales of the prospective preschool teachers. However, there were significant correlations between the sub-scale. Considering the relationships based on the sub-scale, it is possible to conclude that the high mathematical development beliefs of prospective preschool teachers may make them more anxious about mathematics teaching. This can lead to the interpretation that increased beliefs of students about mathematics escalate their anxiety about 'achieving better'. Based on the results obtained in the current study, it can be recommend that content and applications that will increase the knowledge and experience of prospective teachers regarding their field knowledge of mathematics can be developed to move the levels of their mathematical development beliefs to a high position and also to prevent these high levels from having a very high effect on their anxiety levels.

Kaynakça

  • Akgün, A. & Aydın, S. (2007). The investigation of anxiety levels of primary school science and mathematics teacher students’ according to some variables Electronic Journal of Social Sciences, 6(20), 283-299.
  • Alkan, V. (2018). A systematic review research: ‘Mathematics anxiety’ in Turkey. International Journal of Assessment Tools in Education, 5(3), 567-592.
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328.
  • Bordens, K., & Abbots, B. B. (2007). Research design and methods: A process approach. (7th Edition) McGraw-Hill.
  • Bosmans, G.,& De Smedt, B. (2015). In secure attachment is associated with math anxiety in middle childhood. Frontiers in Psychology, 6, 1596–1596. doi:10.3389/ fpsyg.2015.01596.
  • Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., & Szucs, D. (2019). Understanding mathematics anxiety: Investigating the experiences of UK primary and secondary school students. Center for Neuroscience in Education: Cambridge University.
  • Chaves, M. E. E., Garcia, E. M., & Kramer, C. A. R. (2019). Confirmatory model to measure attitude towards mathematics in higher education students: Study case in SLP Mexico. International Electronic Journal of Mathematics Education, 14(1), 163-168.
  • Dew, K. H., & Galassi, J. P. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30(3), 443-446.
  • DiMatrino, P. (2019). The complex relationship between mathematical modeling and attitude towards mathematics. In Chamberlin S.,Sriraman B. (Eds.) Affect in mathematical modeling. advances in mathematics education. Springer, Cham
  • Dowker A., Sarkar A. & Looi, C.Y. (2016) Mathematics anxiety: What have we learned in 60 years? Front. Psychol., 7(508), 1-16. doi: 10.3389/fpsyg.2016.00508
  • English, L. D., & Kirshner, D. Handbook of international research in mathematics education. (3rd Edition). New York: Routledge.
  • Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33.
  • Fardin, D., Alamolhodaei, H., & Radmehr, F. (2011). A meta-analyze on mathematical beliefs and mathematical performance of Iranian students. Educational Research, 2(4), 1051-1058.
  • Goldin, G.,Rösken, B., & Törner, G. (2009). Beliefs–no longer a hidden variable in mathematical teaching and learning processes. In J. Maaß, and W. Schlöglmann (Eds.) Beliefs and attitudes in mathematics education (pp. 1-18). Brill Sense.
  • Gresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience?. Journal of Teacher Education, 69(1), 90-107.
  • Handal, B. (2003). Teachers' mathematical beliefs: A review. The Mathematics Educator, 13(2), 47-57.
  • Haser, Ç., & Doğan, O. (2012). Pre-service mathematics teachers’ belief systems. Journal of Education for teaching, 38(3), 261-274.
  • Hoşşirin-Elmas, S. (2010). The pre-servıce prımary school teachers’ mathematıcs teachıng anxıety levels and the reasons whıch cause thıs anxıety. (Master's thesis). Afyon Kocatepe University, Afyon.
  • Hughes, P., Swars Auslander, S., Stinson, D. W., & Fortner, C. K. (2019). Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices?. School Science and Mathematics, 119(4), 213-222.
  • Jackson, S. L. (2009). Research methods and statistics: A critical thinking approach. (3rd Edition) USA: Wadsworth, Cangage Learning.
  • Jones, B. D.,Wilkins, J. L., Long, M. H., &Wang, F. (2012). Testing a motivational model of achievement: How students’ mathematical beliefs and interests are related to their achievement. European Journal of Psychology of Education, 27(1), 1-20.
  • Kaiser, G. (2006, July). The mathematical beliefs of teachers about applications and modelling–results of an empirical study. In Proceedings 30Th Conference of the International Group for the Psychology of Mathematics Education, Prague: PME (Vol. 3, pp. 393-400).
  • Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33-54.
  • Karakuş, H., Akman, B., & Ergene, Ö. (2018). The Turkish adaptation study of the mathematical development beliefs scale. Pegem Journal of Education and Instruction, 8(2), 211-228
  • Klee, H. L., & Miller, A. D. (2019). Moving up! or down? Mathematics anxiety in the transition from elementary school to junior high. Journal of Early Adolescence, 39(9), 1311–1336
  • Kline, R. B. (2005). Principles and practice of structural equation modelling. New York: Guilford Publications.
  • Leedy, M. G.,La Londe, D., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents, and teachers. School Science and Mathematics, 103(6), 285-292.
  • Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13.
  • Mason, L.,&Scrivani, L. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14(2), 153-176.
  • Mathison, M. A. Curricular interventions and programming innovations for the reduction of mathematics anxiety. Paper presented at the Annual Convention of the American Psychological Association. August26–30, San Francisco, CA. ERIC database (#ED154430).
  • Milli Eğitim Bakanlığı. (2013). Milli Eğitim Bakanlığı Temel Eğitim Müdürlüğü okul öncesi programı. (Preschool program of the Ministry of National Education Basic Education Directorate.) Retrieved 16.06.2020 from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Missall, K., Hojnoski, R. L., Caskie, G. I., & Repasky, P. (2015). Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development, 26(3), 356-376.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Parsons, J. S., & Fuller, F. F. (1974). Concerns of teachers: Recent research on two assessment instruments. Annual Meeting of the American Educational Research Association (59th, Chicago, Illinois, April 1974)
  • Peker, M. (2006). The development of mathematıcs teachıng anxıety scale. Journal of Educational Sciences & Practices, 5(9), 73-92.
  • Platas, L. M. (2015). The mathematical development beliefs survey: validity and reliability of a measure of preschool teachers' beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13(3), 295-310.
  • Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Reston, VA: National Council of Teachers of Mathematics.
  • Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164.
  • Richardson, F. C., & Suinn, R. M. (1972). The Mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. http://dx.doi.org/10.1037/h0033456
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Handbook of research on teacher education, J. Sikula (Ed.) (2nd edition) (pp. 102-119.)New York: Macmillan.
  • Sad, S. N., Kis, A., Demir, M., & Özer, N. (2016). Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Journal of Education and Instruction, 6(3), 371-392.
  • Sarı, M. H. (2014). Developing a mathematics teaching anxiety scale for classroom teachers. Elementary Education Online, 13(4), 1296-1310.
  • Smith, M. E., Swars, S. L., Smith, S. Z., Hart, L. C., & Haardörfer, R. (2012). Effects of an additional mathematics content course on elementary teachers' mathematical beliefs and knowledge for teaching. Action in Teacher Education, 34(4), 336-348.
  • Struik, D. J. (1987). A concise history of mathematics. (4th Edition). New york: Dover Publications, Inc.
  • Szydlik, J. E.,Szydlik, S. D., & Benson, S. R. (2003). Exploring changes in pre-service elementary teachers' mathematical beliefs. Journal of Mathematics Teacher Education, 6(3), 253-279.
  • Tatar, E., Zengin, Y., & Kağızmanlı, T. B. (2016). Examining levels of mathematics teaching anxiety of pre-service teachers. Journal of Theoretical Educational Science, 9(1), 38-56.
  • Umay, A. (1996). Matematik eğitimi ve ölçülmesi. Hacettepe University Journal of Education, 12: 145-149.
  • Ural, A. (2014). The effect of mathematics self-efficacy belief on mathematics teaching anxiety. In International conference on education and social sciences (Intcess14), Vols I and Ii (pp. 1340-1346).
  • Uysal, F., ve Dede, Y. (2016). Mathematics anxiety and beliefs of Turkish pre-service elementary teachers. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2171-2186.
  • Voss, T., Kleickmann, T., Kunter, M., & Hachfeld, A. (2013). Mathematics teachers’ beliefs. In Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 249-271). Springer, Boston, MA.
  • Yenilmez, K., & Özbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri üzerine bir araştırma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 431-448.
  • Yüksek Öğretim Kurulu. (2018). Okul öncesi öğretmenliği lisans programı. (Preschool teacher education undergraduate program.) Retrieved 12.06.2020 from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf

OKUL ÖNCESI ÖĞRETMEN ADAYLARININ MATEMATİKSEL GELİŞİM İNANÇLARI VE MATEMATİK ÖĞRETME KAYGI DÜZEYLERİ ARASINDAKI İLİŞKİ

Yıl 2023, Cilt: 13 Sayı: 1, 174 - 187, 26.01.2023
https://doi.org/10.24315/tred.1017661

Öz

Bu ilişkisel araştırma, okul öncesi öğretmen adaylarının matematik öğretimi kaygı düzeylerini ve matematiksel gelişim inançlarını belirlemeyi ve bu iki kavram arasındaki ilişkiyi ortaya çıkarmayı amaçlamaktadır. 200 okul öncesi öğretmen adayından "‘Sınıf Öğretmenlerine Yönelik Matematik Öğretimi Kaygı Ölçeği" ve "Matematiksel Gelişim İnanç Ölçeği" kullanılarak veriler toplanmıştır. Sonuçlar, öğretmen adaylarının matematik öğretme kaygılarının ve matematiksel gelişim inançlarının orta düzeyde olduğunu göstermektedir. Okul öncesi öğretmen adaylarının genel matematiksel gelişim inançları ile matematik öğretme kaygısı ölçekleri arasında anlamlı bir ilişki olmadığı görülmektedir. Ancak alt ölçekler arasında anlamlı ilişkiler bulunmuştur. Alt ölçeğe dayalı ilişkiler dikkate alındığında, okul öncesi öğretmen adaylarının matematiksel gelişim inançlarının yüksek olmasının, matematik öğretimi konusunda daha kaygılı hale gelebilmelerine neden olduğu sonucuna varma mümkündür. Bir diğer deyişle, öğrencilerin matematiğe yönelik artan inançlarının, "daha iyiye ulaşma" kaygılarını artırdığı söylenebilir. Bu çalışmada elde edilen sonuçlardan hareketle, öğretmen adaylarının matematik alan bilgisine ilişkin bilgi ve deneyimlerini artıracak içerik ve uygulamalar geliştirilerek matematiksel gelişim inançlarının üst bir konuma taşınması ve ayrıca bu yüksek seviyelerin kaygı seviyeleri üzerinde çok yüksek bir etkiye sahip olmasını önleyecek uygulamalara yer verilmesi önerilebilir.

Kaynakça

  • Akgün, A. & Aydın, S. (2007). The investigation of anxiety levels of primary school science and mathematics teacher students’ according to some variables Electronic Journal of Social Sciences, 6(20), 283-299.
  • Alkan, V. (2018). A systematic review research: ‘Mathematics anxiety’ in Turkey. International Journal of Assessment Tools in Education, 5(3), 567-592.
  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328.
  • Bordens, K., & Abbots, B. B. (2007). Research design and methods: A process approach. (7th Edition) McGraw-Hill.
  • Bosmans, G.,& De Smedt, B. (2015). In secure attachment is associated with math anxiety in middle childhood. Frontiers in Psychology, 6, 1596–1596. doi:10.3389/ fpsyg.2015.01596.
  • Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., & Szucs, D. (2019). Understanding mathematics anxiety: Investigating the experiences of UK primary and secondary school students. Center for Neuroscience in Education: Cambridge University.
  • Chaves, M. E. E., Garcia, E. M., & Kramer, C. A. R. (2019). Confirmatory model to measure attitude towards mathematics in higher education students: Study case in SLP Mexico. International Electronic Journal of Mathematics Education, 14(1), 163-168.
  • Dew, K. H., & Galassi, J. P. (1983). Mathematics anxiety: Some basic issues. Journal of Counseling Psychology, 30(3), 443-446.
  • DiMatrino, P. (2019). The complex relationship between mathematical modeling and attitude towards mathematics. In Chamberlin S.,Sriraman B. (Eds.) Affect in mathematical modeling. advances in mathematics education. Springer, Cham
  • Dowker A., Sarkar A. & Looi, C.Y. (2016) Mathematics anxiety: What have we learned in 60 years? Front. Psychol., 7(508), 1-16. doi: 10.3389/fpsyg.2016.00508
  • English, L. D., & Kirshner, D. Handbook of international research in mathematics education. (3rd Edition). New York: Routledge.
  • Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15(1), 13-33.
  • Fardin, D., Alamolhodaei, H., & Radmehr, F. (2011). A meta-analyze on mathematical beliefs and mathematical performance of Iranian students. Educational Research, 2(4), 1051-1058.
  • Goldin, G.,Rösken, B., & Törner, G. (2009). Beliefs–no longer a hidden variable in mathematical teaching and learning processes. In J. Maaß, and W. Schlöglmann (Eds.) Beliefs and attitudes in mathematics education (pp. 1-18). Brill Sense.
  • Gresham, G. (2018). Preservice to inservice: Does mathematics anxiety change with teaching experience?. Journal of Teacher Education, 69(1), 90-107.
  • Handal, B. (2003). Teachers' mathematical beliefs: A review. The Mathematics Educator, 13(2), 47-57.
  • Haser, Ç., & Doğan, O. (2012). Pre-service mathematics teachers’ belief systems. Journal of Education for teaching, 38(3), 261-274.
  • Hoşşirin-Elmas, S. (2010). The pre-servıce prımary school teachers’ mathematıcs teachıng anxıety levels and the reasons whıch cause thıs anxıety. (Master's thesis). Afyon Kocatepe University, Afyon.
  • Hughes, P., Swars Auslander, S., Stinson, D. W., & Fortner, C. K. (2019). Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices?. School Science and Mathematics, 119(4), 213-222.
  • Jackson, S. L. (2009). Research methods and statistics: A critical thinking approach. (3rd Edition) USA: Wadsworth, Cangage Learning.
  • Jones, B. D.,Wilkins, J. L., Long, M. H., &Wang, F. (2012). Testing a motivational model of achievement: How students’ mathematical beliefs and interests are related to their achievement. European Journal of Psychology of Education, 27(1), 1-20.
  • Kaiser, G. (2006, July). The mathematical beliefs of teachers about applications and modelling–results of an empirical study. In Proceedings 30Th Conference of the International Group for the Psychology of Mathematics Education, Prague: PME (Vol. 3, pp. 393-400).
  • Kajander, A. (2007). Unpacking mathematics for teaching: A study of preservice elementary teachers’ evolving mathematical understandings and beliefs. Journal of Teaching and Learning, 5(1), 33-54.
  • Karakuş, H., Akman, B., & Ergene, Ö. (2018). The Turkish adaptation study of the mathematical development beliefs scale. Pegem Journal of Education and Instruction, 8(2), 211-228
  • Klee, H. L., & Miller, A. D. (2019). Moving up! or down? Mathematics anxiety in the transition from elementary school to junior high. Journal of Early Adolescence, 39(9), 1311–1336
  • Kline, R. B. (2005). Principles and practice of structural equation modelling. New York: Guilford Publications.
  • Leedy, M. G.,La Londe, D., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents, and teachers. School Science and Mathematics, 103(6), 285-292.
  • Lui, A. M., & Bonner, S. M. (2016). Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics. Teaching and Teacher Education, 56, 1-13.
  • Mason, L.,&Scrivani, L. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14(2), 153-176.
  • Mathison, M. A. Curricular interventions and programming innovations for the reduction of mathematics anxiety. Paper presented at the Annual Convention of the American Psychological Association. August26–30, San Francisco, CA. ERIC database (#ED154430).
  • Milli Eğitim Bakanlığı. (2013). Milli Eğitim Bakanlığı Temel Eğitim Müdürlüğü okul öncesi programı. (Preschool program of the Ministry of National Education Basic Education Directorate.) Retrieved 16.06.2020 from http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • Missall, K., Hojnoski, R. L., Caskie, G. I., & Repasky, P. (2015). Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development, 26(3), 356-376.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Parsons, J. S., & Fuller, F. F. (1974). Concerns of teachers: Recent research on two assessment instruments. Annual Meeting of the American Educational Research Association (59th, Chicago, Illinois, April 1974)
  • Peker, M. (2006). The development of mathematıcs teachıng anxıety scale. Journal of Educational Sciences & Practices, 5(9), 73-92.
  • Platas, L. M. (2015). The mathematical development beliefs survey: validity and reliability of a measure of preschool teachers' beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13(3), 295-310.
  • Philipp, R. A. (2007). Mathematics teachers' beliefs and affect. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 257-315). Reston, VA: National Council of Teachers of Mathematics.
  • Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164.
  • Richardson, F. C., & Suinn, R. M. (1972). The Mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554. http://dx.doi.org/10.1037/h0033456
  • Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Handbook of research on teacher education, J. Sikula (Ed.) (2nd edition) (pp. 102-119.)New York: Macmillan.
  • Sad, S. N., Kis, A., Demir, M., & Özer, N. (2016). Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Journal of Education and Instruction, 6(3), 371-392.
  • Sarı, M. H. (2014). Developing a mathematics teaching anxiety scale for classroom teachers. Elementary Education Online, 13(4), 1296-1310.
  • Smith, M. E., Swars, S. L., Smith, S. Z., Hart, L. C., & Haardörfer, R. (2012). Effects of an additional mathematics content course on elementary teachers' mathematical beliefs and knowledge for teaching. Action in Teacher Education, 34(4), 336-348.
  • Struik, D. J. (1987). A concise history of mathematics. (4th Edition). New york: Dover Publications, Inc.
  • Szydlik, J. E.,Szydlik, S. D., & Benson, S. R. (2003). Exploring changes in pre-service elementary teachers' mathematical beliefs. Journal of Mathematics Teacher Education, 6(3), 253-279.
  • Tatar, E., Zengin, Y., & Kağızmanlı, T. B. (2016). Examining levels of mathematics teaching anxiety of pre-service teachers. Journal of Theoretical Educational Science, 9(1), 38-56.
  • Umay, A. (1996). Matematik eğitimi ve ölçülmesi. Hacettepe University Journal of Education, 12: 145-149.
  • Ural, A. (2014). The effect of mathematics self-efficacy belief on mathematics teaching anxiety. In International conference on education and social sciences (Intcess14), Vols I and Ii (pp. 1340-1346).
  • Uysal, F., ve Dede, Y. (2016). Mathematics anxiety and beliefs of Turkish pre-service elementary teachers. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2171-2186.
  • Voss, T., Kleickmann, T., Kunter, M., & Hachfeld, A. (2013). Mathematics teachers’ beliefs. In Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 249-271). Springer, Boston, MA.
  • Yenilmez, K., & Özbey, N. (2006). Özel okul ve devlet okulu öğrencilerinin matematik kaygı düzeyleri üzerine bir araştırma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 431-448.
  • Yüksek Öğretim Kurulu. (2018). Okul öncesi öğretmenliği lisans programı. (Preschool teacher education undergraduate program.) Retrieved 12.06.2020 from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_Lisans_Programi.pdf
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Dilara Caycı 0000-0001-8915-4679

Fazilet Özge Maviş Sevim 0000-0002-4120-5374

Erken Görünüm Tarihi 26 Ocak 2023
Yayımlanma Tarihi 26 Ocak 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 1

Kaynak Göster

APA Caycı, D., & Maviş Sevim, F. Ö. (2023). THE RELATIONSHIP BETWEEN PROSPECTIVE PRESCHOOL TEACHERS’ MATHEMATICAL DEVELOPMENT BELIEFS AND MATHEMATICS TEACHING ANXIETY LEVELS. Trakya Eğitim Dergisi, 13(1), 174-187. https://doi.org/10.24315/tred.1017661