The Effect of Pre-service Mathematics Teachers' Beliefs about Mathematics Teaching-Learning on Their Mathematics Teaching Anxiety

This study aims to investigate the presence and the level of the effect of pre-service mathematics teachers' beliefs about mathematics teaching and learning on mathematics teaching anxiety. The predictive correlational survey model was utilized in this study. We used mathematics-related beliefs scale and mathematics teaching anxiety scale in the study to collect the data. The data were analysed using structural equation model. The results of the study demonstrated that traditional beliefs did not affect the sub-factors of the mathematics teaching-related anxiety scale. On the other hand, the results showed that constructivist beliefs directly negatively affect anxiety about self-confidence regarding mathematics teaching and anxiety about mathematics teaching attitude. Another finding was that constructivist beliefs directly affect anxiety about content knowledge regarding mathematics teaching and also negatively affect this anxiety through anxiety about self-confidence. Similarly, constructivist beliefs directly affect the anxiety about pedagogical content knowledge regarding mathematics teaching, while also affecting this anxiety negatively through anxiety about mathematics teaching attitude. When the variance rates of the final model were evaluated, constructivist beliefs, anxiety about self-confidence regarding mathematics teaching, anxiety about mathematics teaching attitude and anxiety about content knowledge can account for 63% of the variance in anxiety about pedagogical content knowledge.