Özet:

In this study, pre-service primary school teachers' metacognitive awareness and anxiety towards mathematics teaching were investigated. In this context, it was examined whether the pre-service teachers' anxiety levels towards teaching mathematics and their metacognitive awareness differed by gender and the level of education they received. Finally the relationship between these two variables was examined. The study is designed according to the relative screening model of quantitative research approaches. The study group consisted of 315 pre-service teachers receiving education in Kastamonu University, Faculty of Education, Department of Primary Education in the academic year of 2018-2019. Anxiety scale for teaching mathematics developed by Peker (2006) and Metacognitive Awareness Inventory (MAI) scale adapted in Turkish by Akın, Abacı & Çetin (2007) was used as data collection tools in study. In the analysis of data t-test, one-way analysis of variance (ANOVA) and correlation analysis techniques were used. As a result of the study, it was determined that there was a negative correlation between the metacognitive awareness of the primary school teacher candidates and their mathematics teaching anxiety. Besides, significant differences have been determined in favor of female teacher candidates in the dimensions of procedural information and situational knowledge which are sub-dimensions of metacognitive awareness scale. No significant difference was found in the metacognitive awareness of pre-service teachers according to the grade levels. In mathematics teaching anxiety, there was a significant difference only in the teaching knowledge sub-dimension in favor of male teacher candidates. There was no significant difference in mathematics teaching anxiety according to grade level.

Anahtar Kelimeler: