Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30184
Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety

Authors: Ersen Yazıcı, Erhan Ertekin

Abstract:

In this study, any possible differences between mathematics beliefs and anxiety of prospective elementary mathematics teachers have been investigated according to their gender. In this purpose, 1st, 2nd, 3rd and 4th grade students from a Government University in Turkey were selected as a sample. Mathematics Teaching Anxiety Scale (MATAS) and Beliefs About Mathematics Survey (BAMS) has been used as data collection tools. As a result of the study, it has been observed that prospective male teachers have more instrumentalist approach in learning mathematics than females according to their mathematical beliefs. On the other hand, females have more mathematics teaching anxiety than males especially, for subject knowledge in mathematics and selfconfidence.

Keywords: Mathematical beliefs, mathematics teaching anxiety, gender, prospective elementary mathematics teachers.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1084198

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1517

References:


[1] Aksu, M., Demir, C. ve S├╝mer, Z. (2002). Students' Beliefs about Mathematics: A Descriptive Study, E─ƒitim ve Bilim,27(123), 72-77.
[2] Alansari, B. M., Deregowski, J.B. & McGeorge, P. (2008). Sex diffrences in spatial visualization of Kuwaiti school children. Social Behaviour and Personality, 36 (6), 811-824.
[3] Aydın, E., Delice, A., Dilmaç, B. & Ertekin, E. (2009). The Influence of Gender, Grade and Institution on Primary School Mathematics Student Teachers' Anxiety Levels. Elementary Education Online, 8(1),231-242. (Online): http://ilkogretimonline.org.tr
[4] Baloglu, M. (2004). Statistics Anxiety and Mathematics Anxiety: Some Interesting Differences. Education Research Quarterly, 27(3):38-49.
[5] Beswick, K. (2007). Teachers- beliefs that matter in secondary mathematics classrooms. Educational Studies in Mathematics, 65, pp. 95-120.
[6] Cross, D.I., (2009). Alignment, cohesion, and change: examining mathematics teachers- beliefs structures and their influence on instructional practices. J. Math. Teacher Educ., 12, pp.325-346.
[7] Dayıoğlu, M. & Türüt-Aşık, S. (2007). Gender differences in academic performance in a large public university in Turkey. Higher Education, 53: 255-277.
[8] Duatepe-Paksu, A. (2008). Comparing Teachers- beliefs about mathematics in terms of their branches and gender. H.U. Journal of Education, 35: 87-97.
[9] Erktin, E. (1993). The Relationship between Math Anxiety, Attitude toward Mathematics and Classroom Environment. 14. International Conference of Stress and Anxiety Research Society (STAR), Cairo, Egypt, April 5-7 1993.
[10] Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The science of sex diffrences in science and mathematics. Psychological Science in the Public Interest, 8(1), 1-51.
[11] Karasar, N. (2000). Bilimsel Ara┼ƒt─▒rma Yöntemleri. Ankara: Nobel Yay─▒nevi.
[12] Leder, G. C.(1992). Mathematics and gender: changing perspectives. In Douglas A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning. New York , Macmillan.
[13] Levine, G. (1993). Prior mathematics history, anticipated mathematics teaching style and anxiety for teaching mathematics among pre-service elementary school teachers. Paper Presented at the Annual Meeting of the International Group for Psychology of Mathematics Education, North American Chapter.
[14] Li, Q. (1999). Teachers' beliefs and gender differences in mathematics: a review, Educational Research, 41: 1, 63-76.
[15] Marsh, G.E. ve Tapai, M (2002). Feeling Good about Mathematics: Are There Sex Differences? ERIC No: ED 474446.
[16] Melkonian, M. & Ierokipiotis, E. (1997). The effect of age-position and sex on academic performance: a study of secondary schools in Cyprus. Educational Research, 39 (3), 355-363.
[17] Meyer, M. R. & Fennema, E. (1992). Girls, boys and mathematics. In Thomas R. Post (Ed), Teaching Mathematics in Grades K-8: Research Based Methods. Massachusetts, allyn and Bacon.
[18] Opyene-Eluk, P. & Opolot-Okurut, C.(1995). Gender and school-type differences in mathematics achievement of senior three pupils in central Uganda: an exploratory study. International Journal of Mathematical Education in Science and Technology, 26: 6, 871-886.
[19] Patton, M.Q. (1990). Qualitative Evaluation and Research Methods. SAGE Publications. Newbury Park London New Delhi.
[20] Peker, M. (2006). Matematik ö─ƒretmeye yönelik kayg─▒ öl├ºe─ƒinin geli┼ƒtirilmesi. E─ƒitim Bilimleri ve Uygulama, 9, 73-92.
[21] Son, J-W.& Crespo, S. (2009). Prospective teachers- reasoning and response to a student-s non-traditional strategy when dividing fractions. J. Math. Teacher Educ., 12, pp. 235-261.
[22] Stipek, D. J., Givvin, K. B., Salmon, J. M. &MacGyvers, V. L. (2001). Teachers- beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, pp. 213-226.
[23] Thompson, A. G. (1992). Teachers- beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan
[24] Tiedemann, J. (2002). Teachers- gender stereotypes as determinants of teacher perceptions in elementary school mathematics. Educational Studies in Mathematics, 50: 49-62.
[25] Umay, A. (2002). "─░lkö─ƒretim Matematik ├û─ƒretmenli─ƒi Program─▒n─▒n ├û├░rencilerin Matemati─ƒe Kar┼ƒ─▒ ├ûzyeterlik Alg─▒s─▒na Etkisi" V. Ulusal Fen Bilimleri ve Matematik E─ƒitimi Kongresi. (16-18 Eyl├╝l 2002). Ankara: ODT├£ K├╝lt├╝r ve Kongre Merkezi.
[26] Wilkins, J.L.M. (2008). The relationship among elementary teachers- content knowledge, attitudes, beliefs, and practices. J. Math Teacher Educ., 11, pp. 139-164.
[27] Winkelmann, H., Heuvel-Panhuizen, M. & Robitzsch, A. (2008). Gender differences in the mathematics achievements of German primary school students:results from a German large-scale study. ZDM Mathematics Education, 40: 601-616.