The Relationship between classroom teachers' technological pedagogical content knowledge and concers about mathematics

This study was conducted to examine the relationship between elementary school teachers' Technological Pedagogical Content Knowledge (TPACK) levels and their mathematics anxiety. The study analyzed the impact of teachers' TPACK levels on their mathematics anxiety and how these variables differed across various demographic characteristics (gender, years of service, educational level, graduated department, etc.). The research was designed using the correlational survey model, one of the quantitative research methods. The sample of the study consisted of 261 elementary school teachers with varying years of service, ages, and educational backgrounds working in public schools in Tokat province during the 2024-2025 academic year. The "Personal Information Form" was used to determine the participants' demographic characteristics, the "Technological Pedagogical Content Knowledge Scale for Mathematics (TPACKMath)" was used to measure TPACK levels, and the "Mathematics Anxiety Scale for Teachers (MAS-T)" was used as a data collection tool to assess anxiety levels. For data analysis, frequency, arithmetic mean, independent samples t-test, ANOVA test, Pearson product-moment correlation analysis, and simple linear regression analysis were employed. The results of the study revealed that elementary school teachers had a high level of TPACK and a low level of mathematics anxiety. A moderate, negative, and significant relationship was found between participants' TPACK levels and their mathematics anxiety. As TPACK levels increased, mathematics anxiety decreased. Additionally, elementary school teachers' TPACK levels showed significant differences based on gender and technology training variables, while their mathematics anxiety levels differed significantly by years of service and educational level.