A study on the relationship between students’ perception towards their teacher’s mathematics pedagogical content knowledge and anxiety towards Mathematics
Journal Title: Advance Research Journal of Multidisciplinary Discoveries - Year 2017, Vol 18, Issue 10
Abstract
T eaching is a multidimensional process encompasses with a myriad of separable dimensions or instructor/constructor attributes to contribute but many a time difficult to quantify. From psychological perspective there is a general myth that mathematics is an enigmatic subject. The most important factor impinges students learning mathematics is teacher’s Mathematics Pedagogical Content Knowledge (MPCK) that may confidently eradicate students’ anxiety (SA) towards mathematics. These two variables are intrinsical ly interrelated but distinct entities. Some prime factors like teachers mathematics content knowledge, generic pedagogical and psychological knowledge, and teachers’ personal experiences which may garner students learning in mathematics and to trivialise t he level of anxiety. This study is fashioned to create a scalable intervention about the indispensable role of teachers endowed with MPCK and SA in mathematics. To address this issue students of Kolkata (India) constitute the population of this study. A sa mple of 200 secondary level students was selected. A - 36 items self - developed questionnaire (r=0.8935) was used to measure students’ perception about their teachers MPCK. A - 12 items questionnaire of Fennema - Sherman was taken to measure students’ anxiety tow ards mathematics. The obtained data were analysed and interpreted using descriptive statistics, t - test and one - way Analysis of Variance (ANOVA).The result shows there is significant relationship between teachers MPCK and anxiety towards mathematics.
Authors and Affiliations
Shyamal Kumar Das
Keywords
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