Akademik Veri Yönetim Sistemi
Education and Information Technologies, 2025 (SSCI, Scopus)
Mathematics identity is defined as the way students perceive their relationship with mathematics, and this perception has a significant impact on disciplinary perceptions, academic identity, and achievement. In conjunction with sociocultural learning theories, identity shapes participation, attitudes, dispositions, and overall sense of self. Teachers play a critical role in students’ identity development, and the identity development of pre-service teachers is of great importance in their future educational processes. This study aimed to test a structural model that examines the relationships between mathematics mindset, anxiety, and computational thinking components in predicting mathematics identity. For this purpose, the implementation was carried out with the participation of 538 pre-service mathematics teachers. The data were collected using a personal information form, the mathematics identity survey, the mathematics anxiety survey, and the computational thinking scale. In the data analysis, covariance-based structural equation modeling (CB-SEM) was applied to test the proposed model. The findings revealed that algorithmic thinking was the most influential variable on mathematics identity. Furthermore, collaboration was found to have positive effects on mathematics identity, but problem-solving had a negative effect. The findings demonstrated that a fixed mindset was a strong predictor of mathematics anxiety, but the hypothesis regarding the relationship between a growth mindset and mathematics anxiety was not significant. The study demonstrated that both fixed and growth mindsets had a positive impact on mathematics identity. The negative effect of mathematics anxiety on mathematics identity was confirmed, and it was reported that the effect of creative thinking and critical thinking was not statistically significant. In conclusion, the findings emphasize the significance of algorithmic thinking and collaboration skills in developing a mathematical identity within teacher preparation programs. Additionally, considering the negative influence of a fixed mindset on mathematics anxiety, it is recommended that activities that promote a growth mindset for pre-service teachers be incorporated into teacher education programs.