Investigation of two-factor mathematics teaching anxiety of mathematics teachers and mathematics education university students

The aim of the present study is to investigate the anxiety of mathematics teaching in mathematics teachers and university student teachers in the field of mathematics education. The research method is descriptive. The statistical population includes mathematics teachers of Mazandaran province and student teachers in the mathematics education field of Farhangian University of Mazandaran province. 110 people from this statistical population, including 75 high school math teachers and 35 student teachers, were selected by random sampling. The research tool includes a 19-item MTAS two-factor mathematics teaching anxiety questionnaire. This questionnaire examines the two factors of teacher's own math teaching anxiety and student teacher's math teaching anxiety. The total Cronbach's alpha coefficient for the questionnaire is equal to 0.93. In order to analyze the data, the mean comparison test of independent samples t and also the Pearson correlation test were used. Based on the results of the research, the mathematics teaching anxiety questionnaire is a valid and reliable tool that can be used to detect the level of mathematics teaching anxiety. The findings of the research show that the level of student teachers' anxiety in teaching mathematics is higher compared to working teachers, and there is also a negative correlation between the length of service and the anxiety of teaching mathematics among working teachers. Also, there is no significant difference in mathematics teaching anxiety of males and females.