Phenomenological Study about Mathematics Teaching Anxiety in the Context of Professional Identity

Abstract

Article History: Purpose: Drawing on semi-structured and focusedgroup interviews performed with various pre-service mathematics teachers and in-service mathematics teachers, the present study benefits from the frame of teacher identity to make the meaning of heterogeneity among their experiences and perceptions of mathematics teaching anxiety. The current study aims to reflect how the participants perceive and describe their experiences and perceptions about mathematics teaching anxiety through their teacher identity in this phenomenological research. Received: 27, Jan. 2020 Received in revised form: 22, Feb. 2021 Accepted: 07, Apr. 2021 DOI: 10.14689/ejer.2021.93.14