Abstract:

In this study, the PISA 2012 Turkish student survey data aimed at determining the variables related to the assignment to groups that have and do not have mathematical anxiety. For this purpose, an effective discriminatory function was tried to be produced in the assignment to groups with and not mathematical anxiety. As a data collection tool, the PISA 2012 student survey form B was decided to be used.  The research group consists of 1598 students who fill in the form. The cutting score was used to determine the groups that have and do not have an anxiety in mathematics. The hypotheses of discriminatory analysis have been tested to determine the variables to be dealt with before the discriminatory function is produced. Normality, multi-normality, the homogeneity of variants, the homogeneity of the quarical matrix, the variants without multiple linear connection problems have been included in advanced analyses. Discriminatory function teachers behavior: student guidance, the feeling of belonging to school, the disciplinary climate, the support of the teacher of mathematics, the teacher's student relationships, the teacher's behavior: formative assessment, the teacher's behavior: the teacher's direct education, the teacher's support is produced with variables. As a result, the discriminatory function was classified correctly by 64.4%. This also indicates that the function makes a proper classification beyond luck.