Abstract:

The purpose of this study was to investigate the effect of learning and teaching process which was designed by using GeoGebra on pre-service teachers’ mathematics anxiety and their mathematics teaching anxiety. In the study, mixed method research was used where both quantitative and qualitative data collection and analysis procedures were combined. The participants of the study consisted of 40 pre-service mathematics teachers. Quantitative data were gathered by mathematics anxiety scale and mathematics teaching anxiety scale. The qualitative data were obtained by the open ended questionnaire. Quantitative data were analyzed using the Wilcoxon signed rank test and dependent t-test. Qualitative data were analyzed using content analysis. As a conclusion, it was found that the learning and teaching process designed with the help of GeoGebra software contributed to reduce pre-service teachers’ mathematics anxiety and mathematics teaching anxiety. Based on qualitative findings, it was found that building mathematical knowledge with GeoGebra software in the dynamic environment played a key role in decreasing these anxiety types.