Abstract:

The aim of this research is to determine prospective mathematics teachers’ mathematics teaching anxiety level who continue Pedagogical Formation Program aiming at acquiring the skills to the teachers who graduated in the Science Department and who studied in Mathematics Education Department at the Faculty of Education. Besides, it is aimed to examine whether the difference is significant in accordance with the program from which teacher education is received and gender variables. The sample of the research consists of 301 prospective math teachers who is studying at Math Education Department at Faculty of Education and receiving Pedagogical Formation Education. The study is a descriptive study which is made in accordance with the general survey model and is also a comparative study in which teaching anxiety mean levels of prospective math teachers about mathematics are examined. “The Mathematics Teaching Anxiety Scale” is used to examine the anxiety levels about teaching math of prospective math teachers. Descriptive statistics are used for the mathematics teaching anxieties of prospective math teachers who are studying at Math Education Department and Pedagogical Formation Program. As a result of the research, mathematics teaching anxiety mean scores of the prospective math teachers who continue Pedagogical Formation Program and who are studying in Mathematics Education Department at the Faculty of Education are found very close to each other. It is obtained that the prospective math teachers’ anxieties for teaching mathematics in two groups have a significant difference in accordance with gender in favor of female ones.

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