Abstract
Mathematics anxiety is prevalent in Nigeria where students have a fear of the subject. Much research has been conducted on the level of mathematics anxiety, the differences between the genders, and its relationship with performance. However, little has been done on the factors for mathematics anxiety, and even less on peers' contribution towards mathematics anxiety. The photovoice approach was applied to capture peers' speech and behaviour, which can intensify or minimize mathematics anxiety. The findings revealed that peers' behaviour, such as poor students causing trouble and intelligent students dominating the lesson, and speech, such as using frightening and discouraging statements in the mathematics classroom, has a direct effect on intensifying mathematics anxiety. However, the findings also showed that peer behaviour, such as achievement of peers and group discussions, and speech, such as positive advice, also minimize mathematics anxiety among students. It can be concluded that peers in their day-to-day interaction can have an effect on students' mathematics anxiety.
Highlights
IntroductionStress, tension, or confusion in an individual’s mind and body (Olatunde, 2009)
Anxiety refers to strain, stress, tension, or confusion in an individual’s mind and body (Olatunde, 2009)
Mathematics anxiety is a form of anxiety which can be categorised under specific phobia
Summary
Stress, tension, or confusion in an individual’s mind and body (Olatunde, 2009). Mathematics anxiety includes experiencing or feeling tension and fear that interferes with the manipulation of numbers and the solving of mathematical problems in ordinary life and academic circumstances, causing forgetfulness and loss of self-confidence in the individual (Tobias, 1993). It is has a negative effect on the individual and leads to stress when dealing with mathematical issues (Ashcraft & Moore, 2009; Beilock at al., 2010; Lindskog, Winman, & Poom, 2017a). How did the peer’s speech help you feel that way?
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