Abstract:

This study explored the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed through descriptive statistics, correlation analysis and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that the pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. Additionally, TPACK competencies explained 69% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The study argued that offering pre-service teachers technology-supported education during undergraduate education may develop their TPACK competencies and reduce their mathematics anxiety and teaching anxiety.

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