Validity and reliability study of the mathematics anxiety scale involving teachers and prospective teachers

Deniz L., Ueldas I.

EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, cilt.8, ss.49-62, 2008 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 8
  • Basım Tarihi: 2008
  • Dergi Adı: EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.49-62
  • Marmara Üniversitesi Adresli: Evet

Özet

Problem Statement: Mathematics is a significant part of education throughout the world. The nature of mathematics typically induces anxiety. Mathematical anxiety can be defined as an "irrational dread of mathematics that interferes with manipulating numbers and solving mathematical problems within a variety of everyday life and academic situations." The most significant issue related to the determination of mathematics anxiety is the development of tools that measure this anxiety. There are those who have attempted to measure mathematics anxiety with tools based on self-report techniques, like other personal characteristics. In this scope, while there are various measurement tools, mathematical anxiety scales developed in different scopes (daily life, professional life, etc.) for different samples (children, adults, etc.) are still required. For this reason, the problem of research is that there is no mathematics anxiety scale developed for teachers and prospective teachers who must use mathematics in their professional life for different purposes and on different levels.