This study aimed to develop mathematics teaching anxiety scale for prospective primary school teachers. It was designed based on survey method and conducted with four sampling group consisting of 956 prospective primary school teachers at Education Faculties in Turkey. First sampling group was consisted of 404 prospective primary school teachers and 96 out of it were involved in the application of open-ended questions and 308 were involved in exploratory factor analysis. 305 prospective primary school teachers in the second sampling group participated in the confirmatory factor analysis, 108 prospective teachers in the third group were involved in criterion validity and 139 prospective teachers in the fourth one participated in the test-retest reliability analysis. As a result of the principal component analysis of the Mathematics Teaching Anxiety Scale (MTAS), it was found that the scale indicating single factor structure and consisting of 31 items (47.43% of the total variance). After suggested modifications, the scale MTAS was constructed with 19 items. 12 items were removed from the scale and the confirmatory factor analysis (CFA) was carried out with 19 items. According to CFA results (0≤X2 / df = 1.483≤2, RMSEA = 0.040, RMR = 0.050, AGFI = 0.908, TLI = 0.972, CFI = 0.976, IFI = 0.976, GFI = 0.928, NFI = 0.930 and RFI = 0.919), it was confirmed that the scale structure was consisting of 19 items and one dimension. Cronbach's alpha coefficient of the final form of Mathematics Teaching Anxiety Scale was calculated as 0.93.

中文翻译：

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数学教学焦虑量表：结构，信度和效度

这项研究的目的是为未来的小学教师开发数学教学焦虑量表。它是根据调查方法设计的，并由土耳其教育学院的956名准小学教师组成的四个抽样小组进行。第一个抽样小组由404名准小学教师组成，其中96名参与了开放性问题的应用，而308名参与了探索性因素分析。第二抽样组的305名准小学教师参加了验证性因子分析，第三组的108名准教师参加了标准效度，第四组的139名准教师参加了重测信度分析。作为数学教学焦虑量表（MTAS）主成分分析的结果，发现该量表指示单因素结构，由31个项目组成（占总方差的47.43％）。经过建议的修改后，MTAS量表由19个项目构成。从量表中删除了12个项目，对19个项目进行了验证性因素分析（CFA）。根据CFA结果（0≤X2/ df =1.483≤2，RMSEA = 0.040，RMR = 0.050，AGFI = 0.908，TLI = 0.972，CFI = 0.976，IFI = 0.976，GFI = 0.928，NFI = 0.930和RFI = 0.919 ），确认了标尺结构由19个项目和一个维度组成。最终形式的数学教学焦虑量表的Cronbachα系数计算为0.93。发现该量表指示单因素结构，由31个项目构成（占总方差的47.43％）。经过建议的修改后，MTAS量表由19个项目构成。从量表中删除了12个项目，对19个项目进行了验证性因素分析（CFA）。根据CFA结果（0≤X2/ df =1.483≤2，RMSEA = 0.040，RMR = 0.050，AGFI = 0.908，TLI = 0.972，CFI = 0.976，IFI = 0.976，GFI = 0.928，NFI = 0.930和RFI = 0.919 ），确认了标尺结构由19个项目和一个维度组成。最终形式的数学教学焦虑量表的Cronbachα系数计算为0.93。发现该量表指示单因素结构，由31个项目构成（占总方差的47.43％）。经过建议的修改后，MTAS量表由19个项目构成。从量表中删除了12个项目，对19个项目进行了验证性因素分析（CFA）。根据CFA结果（0≤X2/ df =1.483≤2，RMSEA = 0.040，RMR = 0.050，AGFI = 0.908，TLI = 0.972，CFI = 0.976，IFI = 0.976，GFI = 0.928，NFI = 0.930和RFI = 0.919 ），确认了标尺结构由19个项目和一个维度组成。最终形式的数学教学焦虑量表的Cronbachα系数计算为0.93。从量表中删除了12个项目，对19个项目进行了验证性因素分析（CFA）。根据CFA结果（0≤X2/ df =1.483≤2，RMSEA = 0.040，RMR = 0.050，AGFI = 0.908，TLI = 0.972，CFI = 0.976，IFI = 0.976，GFI = 0.928，NFI = 0.930和RFI = 0.919 ），确认了标尺结构由19个项目和一个维度组成。最终形式的数学教学焦虑量表的Cronbachα系数计算为0.93。从量表中删除了12个项目，对19个项目进行了验证性因素分析（CFA）。根据CFA结果（0≤X2/ df =1.483≤2，RMSEA = 0.040，RMR = 0.050，AGFI = 0.908，TLI = 0.972，CFI = 0.976，IFI = 0.976，GFI = 0.928，NFI = 0.930和RFI = 0.919 ），确认了标尺结构由19个项目和一个维度组成。最终形式的数学教学焦虑量表的Cronbachα系数计算为0.93。