Abstract
Human beings have been using mathematics since they got familiar with the environment they lived in. Because of this reason, the emphasis of necessity of mathematics education for schools with various levels in different countries has undoubtedly been agreed upon. Mathematics anxiety is a problem for many people. Mathematics anxiety is one of the subjects that have attracted interest of training psychologists and mathematics teachers. It can have detrimental effects for high school students including feelings of nervous tension, fear of rejection, and stress. Mathematics anxiety is intense emotional feelings of anxiety that people have about their ability to understand and perform mathematics. While mathematics anxiety may be perceived as an excuse for poor mathematics performance, it can be a valid, justifiable excuse as well. This study examined the mathematics anxiety levels and changes in mathematics anxiety levels with respect to gender, whether students had prior special tutoring, mathematics achievement level and parental education level of high school ninth grade students in İzmir. The sample included 250 ninth grade students. The data were collected using the “Mathematics anxiety scale” developed by Erol (1989). The scale aimed at measuring students’ anxiety towards mathematics. In addition, an individual information form was developed by the researcher to collect demographic data. The data obtained from this study were evaluated using SPSS version 11.0 statistical programme and t-test and ANOVA statistics were calculated. The results show that; mathematics achievement level and parental education level is statistically significant. Mathematics anxiety scores do not exhibit statistically significant difference according to gender and students prior special tutoring.
Highlights
In Turkey, the efforts to eliminate the sources of students‟ anxiety towards mathematics learning and the negative attitudes resulting from this anxiety have been discussed for many years
I can say that high school students‟ mathematics anxiety is at a moderate level
Ninth grade students‟ mathematics anxiety was found to be at moderate levels
Summary
In Turkey, the efforts to eliminate the sources of students‟ anxiety towards mathematics learning and the negative attitudes resulting from this anxiety have been discussed for many years. As per date there has not been a conclusive result toward solution. When we examine this issue as educators one should assert that to reveal such adverse situations we need more research to gain insight into the problem. Demir (2017) stated the effect of the Realistic Mathematics Education (RME) on student achievement and mathematical anxiety of 10th grade students. Research about mathematics anxiety has started in the 1960s and as it gained importance many more studies have been conducted since . In another study, Morris (1981) defined mathematics anxiety as a phenomenon which is one‟s illogical fear that when one thinks of mathematics this fear causes one to freeze up, prevents one‟s learning and performance, and causes distress. Mathematics anxiety is one of the critical factors that can have impact on an individual‟s education life and job selection
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
