Review of the researches about anxiety in mathematics education

The aim of this study is to present a synthesis of studies on anxiety in mathematics education and to make suggestions for future research. In the study which was conducted with qualitative research method critical research approach was utilized. The study group of the research consists of 18 theses submitted to the Thesis Centre of Higher Education Council (YÖK) between 2005 - 2018 and 12 articles published in academic journals. In the research, document analysis method was used in the analysis of written sources as data collection method. Content analysis approach used in the analysis of the data of the study was conducted by the themes "the consideration of anxiety, aim, method, findings and advices". According to the findings, it is seen that the methodological approach towards mathematics anxiety is not clearly stated in all studies. When the aims of the studies are examined, it is seen in all of them, mathematics anxiety is examined according to certain variables and most of these are gender, academic achievement, parental education level, grade and attitude towards mathematics course. It is found out in most of the studies quantitative research method was used and the study groups were chosen from secondary schools. Additionally, in most of the studies ''Mathematics Anxiety Scale'' developed by Bindak (2005) and ''Mathematics Attitude Scale'' developed by Aşkar (1986) were used. Besides, t-test and one-way analysis of variance were the most frequently utilized statistics techniques. It is thought that examining the subject with a similar approach results in a similarity in the findings of the researches. In the studies, it was determined that the effects of anxiety on mathematics education were presented as suggestions for teachers, students, families, schools and further research. It is recommended that the approach towards anxiety in mathematics education to be clearly stated and especially studies that examine the psychological, sociological and philosophical dimensions as "how they emerge and the effects of the variables in the process" in more depth are to be conducted. Moreover, it is thought as a need that the subject of anxiety in Mathematics education in the dimensions of the suitability of Mathematics curriculum being practiced for the levels of students and the qualification of teaching practices to be examined.