Undergraduate students’ emotions around a linear algebra oral practice test

Abstract

Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students’ emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.