Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety
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.
[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
geliştirilmesi. Eğitim 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
Öðrencilerin Matematiğe Karşı Özyeterlik Algısına Etkisi" V. Ulusal
Fen Bilimleri ve Matematik E─ƒitimi Kongresi. (16-18 Eyl├╝l 2002).
Ankara: ODTÜ Kültür 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.
[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
geliştirilmesi. Eğitim 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
Öðrencilerin Matematiğe Karşı Özyeterlik Algısına Etkisi" V. Ulusal
Fen Bilimleri ve Matematik E─ƒitimi Kongresi. (16-18 Eyl├╝l 2002).
Ankara: ODTÜ Kültür 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.
@article{"International Journal of Business, Human and Social Sciences:64000", author = "Ersen Yazıcı and Erhan Ertekin", title = "Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety", 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.", volume = "4", number = "7", pages = "1864-4", }
