The purpose of this study was to investigate the differences in the teaching anxiety of preservice teachers in mathematics according to their learning style preferences. There were a total of 506 pre-service teachers involved in this study. Of the total, 205 were pre-service elementary school teachers, 173 were pre-service elementary mathematics teachers, and 128 were pre-service secondary mathematics teachers. In the collection of the data, the researcher employed two types of instruments: the Learning Style Inventory (LSI) and the Mathematics Teaching Anxiety Scale (MATAS). The LSI determined the participants' learning style preference: divergent, assimilator, convergent, and accommodator. The MATAS found the participants' mathematics teaching anxiety level. The researcher used the one-way ANOVA with α = 0.05 in the analysis of the data. The study revealed that there were statistically significant differences in mathematics teaching anxiety between convergent and the other three types of learners: divergent, accommodator, and assimilator. The difference was in favour of convergent learners. In other words, convergent learners had less mathematics teaching anxiety than the other types of learners. The study also found that divergent learners showed the highest level of mathematics teaching anxiety.

The purpose of this study was to investigate the differences of pre-service elementary school teachers' attitudes towards mathematics according to their learning styles. Two hundreds eighty one pre-service elementary school teachers were involved in this study. The researchers employed two types of instruments, Learning Style Inventory and Scale of Mathematics Attitude Questionnaire, to collect the data. The learning style inventory was designed to detect the participants' learning styles, Divergent, Assimilator, Convergent, and Accommodator, and the scale of mathematics attitude questionnaire was used to find the participants' attitudes towards mathematics. After the collection of the data, the researchers run the one-way ANOVA to show the attitude differences based on the learning styles. The study concluded that there were statistically significant differences found between the attitudes of learners, convergent and assimilator, and that the convergent learners had more positive attitudes towards mathematics than the assimilator learners.

ABSTRACT:The purpose of this study was to investigate the relationship between pre-service primary school teachers' mathematics teaching anxiety and their beliefs about teaching and learning mathematics. There were a total of 250 pre-service primary school teachers involved in this study. Of the total, 202 were female and 48 were male pre-service primary school teachers. In the collection of the data, the researchers employed two types of instruments: the Mathematics Teaching Anxiety Scale (MATAS) and the Mathematics Related Beliefs Scale (MRBS). MATAS, which was developed by Peker (2006), was used to identify the pre-service teachers' anxiety about teaching mathematics. MATAS is a five-point Liker-type scale with 23 positive and negative items. MRBS, which was developed by Kayan, Haser and Işıksal Bostan (2013), was used to identify their beliefs about teaching and learning mathematics. MRBS is a five-point Liker-type scale with 26 items. The correlation analysis statistics was performed to identify the relationship between pre-service primary school teachers' mathematics teaching anxiety and their beliefs about teaching and learning mathematics. The study revealed that there were a significant, negative relations between pre-service primary school teachers' mathematics teaching anxiety and their beliefs about teaching and learning mathematics (r=-.428; p<0.01).

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The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of preservice primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group) were trained in the dynamic geometry based activities and 29 pre-service teachers (physicaldrawing group) were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers' geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers' spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.