The effect of primary school mathematics teacher candidates' spatial anxiety and mathematics anxiety on their spatial abilities

This study aimed to investigate the effect of primary school mathematics teacher candidates' spatial anxiety and mathematics anxiety on spatial ability and examine these variables regarding demographic characteristics. In this context, the relational screening method, one of the quantitative research methods, was used in the research. The research was carried out with 399 primary mathematics teacher candidates studying in the Primary Mathematics Teaching Undergraduate Program of the Faculty of Education located in four different provinces of Turkey. Data were collected using the "Spatial Ability Self-Report Scale," "Spatial Anxiety Scale," and "Mathematics Anxiety Scale". T-test, ANOVA, correlation, and regression analyses were applied to analyze the data. According to the results, prospective teachers' spatial anxiety is at a medium level, their mathematics anxiety is at a low level, and their perception of spatial ability is at a medium level. It has been observed that gender and grade variables impact prospective teachers' spatial anxiety and spatial abilities. In addition, no differences were detected in spatial anxiety, mathematics anxiety, or spatial abilities depending on the residential area. It was observed that the negative sub-dimensions of spatial anxiety and mathematics anxiety negatively predicted the spatial abilities of prospective teachers. In order to reduce the impact of spatial anxiety and mathematics anxiety on teacher candidates, applied courses that will improve their spatial abilities can be added to undergraduate curricula. Variables affecting the relationship between spatial anxiety and mathematics anxiety can be investigated. Keywords: Mathematics anxiety, Spatial visualization, Spatial anxiety, Spatial ability, Spatial orientation, Primary school mathematics teacher candidates,