Abstract
Two different instructional approaches were used in six sections of a developmental arithmetic course at a community college. The instrumental approach emphasized the memorization of rules and formulas. The relational approach was concept oriented, and presented mathematics as a cluster of related concepts. Anxiety was measured using the Fennema‐Sherman Math Anxiety Scale (MAS). The instrument used to measure achievement was the Arithmetic Skills Test (AS) of the Descriptive Tests of Mathematics Skills of the College Boards. The pre‐ and posttest scores of the same versions of the MAS and the AS were analyzed using analysis of covariance (ANCOVA). Although a significant difference between the posttest MAS scores of the two groups was found, no difference between the adjusted mean scores was found on the AS (p>.05). The results suggested that students with high mathematics anxiety are more comfortable with a highly structured, algorithmic course than with a less structured, conceptual course in developmental arithmetic.
Published Version
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