Abstract
The aim of this research study is to determine how students define their anxiety about learning mathematics, to determine the symptoms of anxiety and to define how anxiety occurs. The phenomenology research design was used in the study. A semi-structured interview form was used as a data collection tool in the research. The data were analyzed through the content analysis. The study group of the research consists of four male and four female 8th graders in two public secondary schools in Uluborlu district of Isparta. According to the results, students predominantly defined mathematics anxiety as frightening/scary. Also, students identified the symptoms of mathematics anxiety mostly as the theme of physical/physical symptoms. Students stated that sociological, psychological and philosophical dimensions were effective in the emergence of mathematical anxiety. Some students expressed common views on the sociological dimension-psychological and psychological-philosophical dimension. The effects of mathematics anxiety have been examined under two titles as the effects related to the psychological and sociological dimensions. While the effects related to the psychological dimension are discussed in terms of course achievement and effects on themselves, the effects related to the sociological dimension are discussed in terms of their effects on their relationship with their family and friends.
Highlights
For many years, the concept of anxiety that has persisted since the existence of humanity has been considered
The first research question of the study was “How do students describe the mathematics anxiety they experience and what are the components of the resulting anxiety and how do they relate?” and has been examined in four sub-headings
Students' views on the definition of mathematics anxiety have been grouped under three themes: Difficult, scary/creepy, and emotional/mental state
Summary
The concept of anxiety that has persisted since the existence of humanity has been considered. According to Cüceloğlu (2005), anxiety is defined as a concept that includes one or more of the emotions such as fear, grief, distress, feeling of failure, inability and judgment. As for Tekindal (2009), he stated that anxiety disrupts human behaviors, prevents effective learning from occurring, and this situation harms individuals. Anxiety, which is accepted as one of the basic emotions of human beings, emerges as a situation that negatively affects effective learning. Considering the related literature, the causes of mathematics anxiety can be examined under three groups. These are sociological, psychological and philosophical dimensions (Bayram, 2020)
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