期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2020
卷号：10
期号：11
页码：441-451
DOI：10.6007/IJARBSS/v10-i11/8115
语种：English
出版社：Human Resource Management Academic Research Society
摘要：Mathematics anxiety tends to be intensely concentrated and clearly reflected mathematics content knowledge, while Mathematics teaching anxiety is based on the individual's ability to teach Mathematics. Teaching in the 21st-Century era required teachers to have TPACK. TPACK is a combination of technological, pedagogical, and content knowledge. TPACK effectively understands the structure, representation, and adaptation of a topic, problem and content adapted according to the technology and abilities of teachers and presented in teaching. This study aims to: 1) describe the aspects of teachers' anxiety; 2) picture the sub-construct of TPACK; and 3) describe the relationship between teachers’ anxiety and TPACK in Mathematics based on documents analysis. Studies assess that mathematics anxiety does not have a significant influence on the teachers' content knowledge. Also, mathematics teaching anxiety and pedagogical expertise have a meaningful relationship. Outstanding teaching can provide a good understanding of Mathematics with pedagogical knowledge. As well, a positive attitude towards TPACK is an indicator of knowledge that can influence mathematics anxiety. Teachers who demonstrate knowledge and a positive attitude towards mathematics will show better potential to hypotheses and build instructional design. It has a positive effect on teaching Mathematics.
