Levels Of Mathematics Anxiety Research Articles

Mathematics Anxiety, Conception and Performance of the University Freshmen Students

Mathematics anxiety and conception of students may have detrimental effects on their performance. The study assessed the level of mathematics anxiety of the university freshmen students and its relationship to their conception and performance in mathematics. The study employed the descriptive-correlational research design with 144 freshmen students as respondents. Data were gathered using survey questionnaires. Findings disclosed that freshmen students have a moderate level of math anxiety and satisfactory performance in mathematics. Most of the students believed that mathematics is not just a thought process but also a system with crucial role in day-to-day life. The study found out that math anxiety level and performance of freshmen students were not significantly related. Moreover, conceptions of students in mathematics and mathematics learning approach were determinants of their math anxiety level. The several causes of math anxiety of freshmen students suggest the need to implement appropriate teaching strategies or methods that will arouse students' interests in mathematics.

Current Situation and Strategy of Mathematics Anxiety among Mathematics Majors

Mathematics anxiety will not only affect the healthy development of individuals, but also affect the cognitive development of mathematics. Therefore the study of mathematics anxiety has important practical significance. In order to understand the situation of mathematics anxiety among sophomores in Shandong University and explore the correlation between mathematics anxiety and major of mathematics, this paper adopts the method of questionnaire survey and data analysis. It is found that students’ mathematics anxiety exists in four dimensions of “Mathematics Class”, “Mathematics Test”, “Mathematics Problem Solving” and “Overall Feeling of Mathematics”, and there are differences among different majors. Accordingly, some suggestions are put forward to lower mathematics anxiety levels.

USE OF COMPUTER TOOLS TO DEVELOP MOTIVATION OF STUDENTS TO STUDY MATHEMATICS: CRITERIA OF EFFICIENCY

The article considers the problem of development of cognitive activity of students in mathematics lessons. The peculiarities of the use of the formative system of assessment in the process of teaching mathematics with the use of computer tools in the context of the tasks of personality-oriented learning. The main risk factors for increasing the mathematical anxiety of students are identified. The pedagogical factors of motivation development and increase of interest in learning, development of mathematical thinking and reduction of mathematical anxiety due to the development of methods to increase the clarity of learning and cognitive activity of students related to the use of computer tools are substantiated. The criteria are substantiated and the indicators of assessment of the development of cognitive activity of students of 7‒9 grades of gymnasiums in the process of teaching mathematics with the use of computer tools are distinguished: motives of students learning at school; interest in studying the study of mathematics (algebra and geometry); success in the study of mathematics (algebra and geometry); motivation to study mathematical disciplines; mathematical anxiety. A method of assessing the impact of the use of computer tools to study certain topics and sections of mathematics in grades 7‒9 in general secondary education, which will increase the motivation of students to study the subject and reduce the level of mathematical anxiety of students. The results are presented and the dynamics of the indicators of the experimental influence of the use of computer interactive tools on the motivation of students to study mathematics is analyzed.
 Keywords: personality-oriented learning; mathematical disciplines; mathematical anxiety; pedagogical conditions; mathematics teaching aids; motivation to study mathematics; interactive computer learning tools; success in the study of mathematics.

Students' Thinking Level in Solving Mathematics Problems Based on SOLO Taxonomy as Viewed from the Mathematics Anxiety

The SOLO (Structure of Observed Learning Outcome) taxonomy is an educational taxonomy suitable for organizing various types of learning. The SOLO taxonomy categorizes students' thinking into five levels: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The purpose of this study was to describe the level of students' thinking in solving mathematics problems based on the SOLO taxonomy with high, medium, and low levels of mathematics anxiety. This type of research is descriptive qualitative research. This research was conducted in one of the junior high schools in Tulungagung City, East Java, Indonesia. The instruments used were a mathematics anxiety questionnaire, test based on the SOLO taxonomy, and interview guidelines. The data analysis used the Miles and Huberman model, which consists of three stages, namely data reduction, data presentation, and conclusion drawing or verification. The results showed that subjects with high mathematics anxiety had a uni-structural level of thinking. Second, subjects with moderate mathematics anxiety had a multi-structural level of thinking. Third, subjects with low mathematics anxiety have an extended abstract thinking level.

Online tutoring in pandemic: An investigation on students’ mathematics anxiety and learning motivation

Learning activities should be shifted from offline to online mode as a consequence of the COVID-19 pandemic. Several previous studies have stated that this situation affects the psychology of students. This study aimed to examine mathematics anxiety and learning motivation of junior high school students based on the availability of online tutoring support during the COVID-19 pandemic. We employed a survey method by distributing a Google Form link containing a questionnaire to a public junior high school in East Jakarta, Indonesia. The questionnaire consisted of 22 items of mathematics anxiety and 23 items of learning motivation with a 5-point Likert scale. A total of 365 eighth-grade students were involved in this study. Data analysis used descriptive analysis, Mann-Whitney test, and correlation analysis. Our study revealed a significant difference between students who took and did not take online tutoring. Furthermore, the study also found a negative relationship between mathematics anxiety and learning motivation. The students who took online tutoring had a low level of mathematics anxiety and a very high level of learning motivation.

Exploring Exceptional Education Preservice Teachers’ Mathematics Anxiety

This study investigated preservice teachers’ levels of mathematics anxiety before and after a mathematics methods course. Changes were measured using manipulatives and other activities to make mathematics concepts more concrete and meaningful. Both quantitative and qualitative measures were utilized. Informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Data revealed a statistically significant reduction in mathematics anxiety (p < .001). Results have implications for teacher education programs concerning the measurement of mathematics anxiety levels among exceptional education preservice teachers and the determination of specific contexts in which mathematics anxiety can be interpreted and reduced.

An Investigation of Mathematics Anxiety and Academic Coping Strategies Among High School Students in Vietnam: A Cross-Sectional Study

Increasing numbers of students around the world are suffering from mathematics anxiety. The main objective of this study is to investigate the relationship between mathematics anxiety and gender, grade, career choices, and academic achievement in Grade 10, 11, and 12 students. This study used the Revised Version of the Mathematics Anxiety Rating Scale to survey 1,548 high school students (570 males and 978 females) from high schools in Vietnam. A multivariate analysis of variance (MANOVA) test, Pearson correlation and multiple linear regression were used to analyze data. The results show that there are significant differences in the influence of grade, academic achievement, and students’ career choices on mathematics anxiety. Academic coping strategies, gender, grade, and career choices are significant predictors of mathematics anxiety. Grade 12 students have higher levels of mathematics anxiety than others. Students with high average mathematics scores (9.0–10.0) have higher levels of mathematics anxiety than students with lower scores. Besides, students choosing finance and economics or industrial engineering to pursue into higher education also experienced higher levels of mathematics anxiety than others. This study contributes to the general discussion about the nature of mathematics anxiety and the relationship between mathematics anxiety and academic achievement.

Online Learning Readiness of Senior High School Students of Tabuk City Division and its Correlation to Mathematics Anxiety

The purpose of the present study is to investigate the correlation between the levels of online learning readiness in Mathematics and mathematics anxiety of 144 senior high school students. the Online Learning Readiness Scale (Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y., 2010) and Mathematics Anxiety Scales (Mahmood, S. & Khatoon T. (2011)) were used to assess the levels of online learning readiness and mathematics anxiety. The One-Way ANOVA results showed that there are no significant differences on the level of readiness for online learning as to variables gender and school affiliation. However, there was a significant difference along household monthly income variable. Moreover, there are no significant differences on the levels of mathematics anxiety as to variables gender, school affiliation and household monthly income. Lastly, t-test for Pearson Correlation Coefficient revealed a low significant relation between levels of Online Learning Readiness (OLR) and Mathematics Anxiety (MA) of senior high school students of Tabuk City Division.

The impact of mathematics anxiety on stress appraisals, neuroendocrine responses, and academic performance in a community college sample.

Mathematics anxiety is a major impediment to achievement in mathematics and science academic domains. Although important steps have been made in understanding the psychological processes of mathematics anxiety, as well as developing promising interventions, less is known about the relationship among mathematics anxiety, affective and biological responses, and achievement in stressful performance contexts. Toward this end, the research presented here recruited community college students (N = 478) from 30 mathematics classrooms, and examined associations among mathematics anxiety, stress appraisals, neuroendocrine reactivity (cortisol and testosterone), and exam scores. Higher levels of mathematics anxiety associated with students perceiving more demand and fewer coping resources in exam settings, lower levels of testosterone on exam days relative to baseline, and worse exam performance. Moreover, associations among mathematics anxiety, and neuroendocrine reactivity and performance were partially mediated by stress appraisals. Implications for student achievement, wellbeing, and intervention development are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Mathematics Anxiety Level of Pre-Service Elementary School Teachers During Online Learning in the Covid-19 Pandemic

The purpose of this study was to find out students' math anxiety levels and compare math anxiety levels between semesters. This research was conducted because of the impact of online lectures during the pandemic era, namely the decrease in student achievement in all mathematics courses. This research was conducted in the Primary School Teacher Education Study Program of Tribuana Kalabahi University. The research method used is a quantitative research method with a comparative approach. The subjects of this study were 157 students who were in semesters 2 and 4. The instrument used in this study was the Revised-Mathematics Anxiety Survey (R-MAX) developed by Bursal and Paznokas. In this study, the instrument feasibility test is still conducted using the validity of the content and reliability test of the instrument. This instrument is declared valid in content according to mathematicians. In addition, the instrument is declared reliable using the Cronbach Alpha method with a reliability coefficient of 0.911. The results showed that students' math anxiety levels were at moderate levels. Cumulatively, 71.3% of students had moderate to very high anxiety disorders. Further comparative test results using independent t-tests showed that there was no difference in the average student math anxiety score based on semester class. Special attention is needed from the University considering the impact of student anxiety on learning achievements and pedagogic competencies in the future.&#x0D; Keywords: online learning, student math anxiety.

ANALISIS TINGKAT KECEMASAN MATEMATIS SISWA SMA

This study aims to give an idea of how the level of mathematical anxiety of high school students. This type of research is descriptive research with qualitative approach. Measurements of student anxiety are seen during the math learning process. The population in this study was 13 high school X graders. The data collection technique uses a mathematical anxiety scale questionnaire containing 23 statements with 3 indicators and analyzed in descriptive statistical form which is then categorized by 4 categories, including high, medium, low, and very low. After the mathematical anxiety level picture was produced, 4 students were selected where each student represented each category to be analyzed in a positive manner the questionnaire answers that had been given. The results showed that no students experienced excessive anxiety levels or in the category of very high anxiety levels, in the very low category it was seen that the number of students who had less mathematical anxiety levels compared to other anxiety level categories was only 1 student, in the category of low mathematical anxiety levels as many as 3 students, 4 students belonged to the category of high anxiety levels or excessive anxiety levels , while the number of students who experience the most levels of anxiety is included in the category of moderate anxiety levels as many as 5 students.

Dördüncü Sınıf Öğrencilerinin Matematik Dersine Yönelik Tutumları İle Matematik Kaygı Düzeyleri Arasındaki İlişkinin İncelenmesi

The aim of this study is to examine the relationship between fourth grade students' attitudes towards mathematics and their mathematics anxiety levels. Relational screening model was used in the research. The study group of the research consists of 623 fourth grade students studying in primary schools in Edremit District of Van province in the 2019-2020 academic year. The research data were obtained by using the "Attitude Scale Short Form" adapted by Hacıömeroğlu (2014), the "Mathematics Anxiety Scale" developed by Bindak (2005), and the "Personal Information Form" prepared by the researcher. In the analysis of the data, the value obtained by using descriptive analysis, Parametric Difference Tests (independent groups t-test and ANOVA) and Pearson Product-Moment Correlation Coefficient within the scope of correlation analysis was evaluated with a two-way hypothesis test at the 0.05 significance level. As a result of the analyzes, it was seen that the attitudes of the fourth grade students towards the mathematics lesson were above the average, and the attitudes of the students towards the mathematics lesson did not differ according to gender and mother education level, but differed according to the education level of the father. In the study, it was also observed that there was a negative and significant relationship between students' attitudes towards mathematics and their mathematics anxiety levels. This relationship, which was determined as a result of the research, shows the existence of many common variables that affect the attitudes of fourth grade students towards mathematics and their mathematics anxiety levels.

Attitude, Self-Concept, Study Habits, and Anxiety Towards Mathematics Among Pre-Service Teachers

This study assessed the attitude, self-concept, study habits, and anxiety towards mathematics of among the pre-service teachers. Using the descriptive survey method, 67 senior Bachelor in Secondary Education students major in mathematics studying at the Eastern Visayas State University (EVSU) served as the respondents. Data were obtained through an adopted instrument that measure these variables. Findings of the study revealed that most of the student-respondents had a moderately favorable attitude towards mathematics, moderate level of self-concept, very satisfactory level of study habits and moderate level of mathematics anxiety. An intervention program to address these concerns was designed and recommended for use by the mathematics teachers.

Hubungan di antara Kebimbangan, Keyakinan dan Sikap Guru dengan Pencapaian Matematik Murid Sekolah Rendah

This study aims to identify the relationship between teachers’ anxiety, confidence, and attitudes with mathematics achievement of primary school pupils. Survey method design was used in this study and data were collected using Likert 5 scale questionnaires. A total of 30 teachers and 30 year 5 students were selected as the sample. The results showed that the level of mathematical anxiety of teachers is at a low level, the level of teachers’ confidence is at a high level, and the level of teachers’ attitude is at an excellent level. Correlation analysis showed there is a significant negative relationship between teachers’ anxiety and students’ achievement (r= -0.636, p &lt;0.05). There is a significant positive relationship between teachers’ confidence and students’ achievement (r=0.600, p &lt;0.05). There is a significant relationship between teachers’ attitude and students’ achievement (r = 0.795, p &lt;0.05). In conclusion, good mathematics achievement of primary pupils is related to excellent teachers’ attitude, high confidence level, and low level of anxiety. The implications of this study can help primary school mathematics teachers to reduce anxiety levels, increase confidence, and improve their attitudes in mathematics teaching so that student achievement in mathematics can be improved.

Mathematical Anxiety and Its Relation to Engineering Student Achievement at Local University

Mathematical anxiety is a negative emotion experienced towards mathematics, which can influence a student's achievement in the subject. Therefore, the purpose of this study was to identify the relationship of mathematical anxiety with the achievement of engineering students at local universities. The design of the survey study used a quantitative approach and was conducted to obtain the necessary information. The Revised Mathematics Anxiety Rating Scale (RMARS) questionnaire containing 35 items and using a five-point Likert scale was distributed to a total of 293 respondents who were selected through simple random sampling. Data were analysed using descriptive analysis, and inference and regression. Statistical Package for Social Science (SPSS) software version 23.0 was used to analyse the study data and then answer the research questions. The findings of the study revealed that the level of mathematical anxiety among engineering students was at a high level. In addition, the study showed that there was no significant relationship between mathematical anxiety and achievement of engineering students in terms of RMARS (r = 0.051, p = 0.381), GM (r = 0.102, p = 0.982), CM (r = 0.074, p = 0.205), and SE (r = 0.187, p = 0.001). A proposed improvement which could be implemented in future studies would be to increase the size of the sample and universities involved to study aspects of mathematical anxiety among engineering students. It is hoped that this study will be able to provide information to universities so that moral support can be provided to engineering students who have a high level of mathematical anxiety. Furthermore, this study is also expected to be a guide for further research in an effort to identify the factors that motivate engineering students to overcome the problem of mathematical anxiety.

A Weighted Scoring Based Rating Scale to Identify the Severity Level of Mathematics Anxiety in Students

The purpose of the current study was to develop an effective scale that can be used to assess the severity level of Mathematics Anxiety (MA) among students. Generally, measures for assessing MA adopt primitive questionnaires and unweighted rating-scale based approaches which are predominantly intended for a particular range of students. As a consequence, this type of approach is inherently static and not effective to be used widely. To bridge this gap, considering the view of 839 students, the present study has proposed a Weighted Scoring Based Mathematics Anxiety Rating Scale (WSB-MARS) which represents a more reliable, valid, generalized, and new approach to assess the severity level of mathematics anxiety in students. Besides, the proposed scale can be implemented as a mobile application that is applicable to the research &amp;amp; education field.

Analisis Kesalahan Siswa Dalam Menyelesaikan Permasalahan Matematika Menurut Teori Polya Ditinjau dari Kecemasan Matematika

Mathematical anxiety is a feeling of panic, helplessness, stiffness, paralysis, and mental disorders that arise in a person when they are asked to solve a mathematical problem thoroughly in everyday life or in academic situations. Mathematical anxiety can have a negative effect on learning ability, application skills, and problem solving abilities. The use of uncommon mathematical problems can encourage the development of critical, creative thinking skills and higher order thinking skills from these students. The purpose of this study was to analyze the types of errors made by VIII grade Junior High School student in solving a problem with Pythagorean material based on Polya's theory with a high level of mathematical anxiety and a low level of mathematical anxiety. This research is a descriptive study using a qualitative approach. Sources of data in this study were 2 VIII grade Junior High School student even semester. There are 3 instruments in this research, namely: mathematics anxiety scale questionnaire, mathematics problem solving test, and interview guide. In this study, the mathematics anxiety scale used was an anxiety scale that was adapted from a scale developed by Mahmood and Khatoon (2011) which was obtained from an adaptation of the Mathematics Anxiety Scale questionnaire. Math problem solving tests are used to find out where students' mistakes are in the process of solving mathematical problems. Interviews are used to find out the reasons and factors that cause students to make mistakes in the process of solving mathematical problems. The results showed that: 1. Grade VIII junior high school students with a high level of mathematics anxiety made mistakes in procedural mistake category in the stages of making plans stage, executing plans stage, and re-checking stage. 2. Grade VIII junior high school students with low mathematical anxiety level made mistakes in conceptual mistake category in the re-checking stage.

Students’ Cognitive Process In Problem Solving On Pattern Materials Reviewed From Math Anxiety

This study uses a qualitative descriptive approach that aims to describe the cognitive processes of students in solving problems in the number pattern material in terms of the level of students' mathematics anxiety. The instruments used in this study were the mathematics ability test (TKM) to control subject selection, the mathematics anxiety questionnaire (AKM), the problem-solving test (TPM), and the interview guidelines. From several 8th grade students, there are 21 male and 9 female students, one student was selected with a male student with high mathematical ability and high math anxiety and one male student with high mathematical ability and low math anxiety. The results showed that students with high and low math anxiety could solve problems, but there were differences in receiving, processing, storing, and recalling information. Students with low math anxiety check their answers again by processing the information in other ways, while students with high math anxiety do not. With the difference in the cognitive processes of students with math anxiety, teachers are advised to develop appropriate learning methods to reduce students' math anxiety, so that students can improve their thinking skills in mathematics at a higher level with low math anxiety.&#x0D; Keywords: Cognitive, Mathematical Ability, Math Anxiety, and Problem Solving

Maternal achievement-oriented psychological control: Implications for adolescent academic contingent self-esteem and mathematics anxiety

Using random intercept cross-lagged panel analysis, this study examined the longitudinal relations of mathematics anxiety to maternal achievement-oriented psychological control and academic contingent self-esteem in 336 Chinese adolescents from the age of 13 to 17. Results showed that, at the between-person level, adolescents who perceived their mothers as more psychologically controlling in achievement domains over time were also the ones with higher levels of academic contingent self-esteem and mathematics anxiety, compared with other adolescents. Our within-person analyses are in line with the within-person hypotheses that underline self-determination theory: adolescents’ perceptions of maternal achievement-oriented psychological control were linked to mathematics anxiety through academic contingent self-esteem. We also found that the association between maternal achievement-oriented psychological control and mathematics anxiety was bidirectional, which supports the transactional perspective of parental influence. This study contributes to the literature by elucidating potential processes and reciprocal associations involved in parental psychological control, academic contingent self-esteem, and mathematics anxiety.

Addressing Mathematics Anxiety through Developing Resilience: Building on Self-Determination Theory

Mathematics-specific anxiety is anxiety that impedes mathematical thinking and progress, and creates distress for many learners, or at the least a tendency to avoid mathematical thinking. Such anxiety is prevalent. The importance of mathematics to economic recovery is well-established; in order to meet the need for mathematics, the high levels of mathematics anxiety that stand in the way of individual mathematical progress should be addressed. Using a case study involving an adult learner, we use self-determination theory (Ryan and Deci, 2017) to explain why mathematical resilience (Lee and Johnston-Wilder, 2017) is a concept which can work against anxiety and for a positive stance towards mathematics. Work on mathematical resilience demonstrates that well-informed, subject-specific interventions can help people manage emotions, including anxiety, and improve progress and uptake in mathematics. We illustrate ways in which the focus of self-determination theory on meeting basic psychological needs (autonomy, competence and relatedness), to enhance wellbeing and prevent harm, provides grounding for much good practice in mathematics education and specifically for work in mathematical resilience. The tools of mathematical resilience go beyond what is currently proposed in SDT research. We illustrate ways in which these tools can specifically facilitate learners’ emotion regulation, which we propose is integral to mathematical learning competence, leading to greater mathematical wellbeing, learning, and release from mathematics anxiety.