Abstract:

In this study, the relationship between metacognition awareness of pre-service primary school teachers and math anxiety levels is analyzed. The study group of the research consists of 616 pre-service primary school teachers in 5 universities in Turkey In the study, to gather data; Meta-Cognition Questionnaire (MCQ-30) (Tosun and Irak, 2008) and the Math Anxiety Scale (Uldas,2005) were used. For analyzing the relationship of the numeric data within itself, Pearson's Product-Moment Correlation, and for the analysis of the differentiation of numeric data according to demographic variables, Mann Whitney U test, Kruskal Willis U test and t-test were applied. According to research results, it was observed that there is a positive relationship between the metacognitive awareness levels of pre-service primary school teachers and math anxiety. Negative metacognition levels differ according to gender, and negative metacognition levels for women are higher than those for men's. On the other hand, metacognitive awareness of preservice primary school teachers does not differ according to their grade, or their high school. Also, the math anxiety levels of the working group do not differ according to their gender, grade or their high school, but it differs significantly according to their departments

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