Levels Of Mathematics Anxiety Research Articles

Learning environment and anxiety for learning and teaching mathematics among preservice teachers

The learning environment has been found to be related to mathematics anxiety at a variety of educational levels, including higher education, but to date has not been investigated in relation to preservice teachers. It has been previously found that preservice teachers often harbour high levels of mathematics anxiety, and that mathematics-anxious teachers devote less time to the subject area, teach in less effective ways, and can even transmit anxiety to their students. Mathematics teaching anxiety is a construct separate from mathematics anxiety, and the relationship between the two has shown very mixed results. To date, the relationship between the learning environment and mathematics teaching anxiety has not been examined. This cross-sectional study in the UAE examined the relationship between 157 preservice teachers’ perceptions of their mathematics learning environments in a teacher education programme and reports of their mathematics anxiety and mathematics teaching anxiety. The learning environment was predominantly negatively related to mathematics anxiety across a number of scales, but predominantly positively related to mathematics teaching anxiety, indicating that the learning environment is of utmost importance in teacher education and must be carefully attended to.

Portrait of Mathematical Anxiety in Early Youth Ages

Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender consideration. The quantitative approach with the survey design of 404 students in junior high schools spread across Central Java and Yogyakarta Special Province was used in this study. Anxiety test instruments were used to collect premier data and interviews were used as supporting data. The results of the study showed that the mathematics anxiety level of the teenage as follows: Forget about mathematic lesson, more frekwntly breathing, having a thinking disorder such as difficulty concentrating and more afraid toface math test than other subjects The findings also show that gender influences mathematical anxiety, but mathematics anxiety does not significantly affect in learning interest.

An Information Technology-Based Learning to Reduce Math Anxiety in Solving Problem

Students who experience anxiety can influence how these students to think, reason, and do actions to solve problems in mathematics subjects, especially about triangles. The solution used to reduce the level of mathematics anxiety of students is to use an information technology-based learning. The purpose of this study is to describe whether information technology-based learning and communication can reduce mathematics anxiety of grade 7 students. This classroom action research consists of two cycles with the initial stage of setting targets for achieving indicators of research success. The results showed that the average level of anxiety of students classified as high, namely 92, then decreased to 82 in the first and 70 cycles at the end of the second cycle. While the percentage of implementation of information technology-based learning at the end of the first cycle was 80.25% and at the end of the second cycle was 91%.

Exploring Peer Effect on Mathematics Anxiety among Secondary School Students of Sokoto State, Nigeria through Photovoice Approach

Mathematics anxiety is prevalent in Nigeria where students have a fear of the subject. Much research has been conducted on the level of mathematics anxiety, the differences between the genders, and its relationship with performance. However, little has been done on the factors for mathematics anxiety, and even less on peers' contribution towards mathematics anxiety. The photovoice approach was applied to capture peers' speech and behaviour, which can intensify or minimize mathematics anxiety. The findings revealed that peers' behaviour, such as poor students causing trouble and intelligent students dominating the lesson, and speech, such as using frightening and discouraging statements in the mathematics classroom, has a direct effect on intensifying mathematics anxiety. However, the findings also showed that peer behaviour, such as achievement of peers and group discussions, and speech, such as positive advice, also minimize mathematics anxiety among students. It can be concluded that peers in their day-to-day interaction can have an effect on students' mathematics anxiety.

An information technology-based learning approach to reduce math anxiety in solving problems

Students who experience anxiety can influence how these students to think, reason, and do actions to solve problems in mathematics subjects, especially about triangles. The solution used to reduce the level of mathematics anxiety of students is to use an information technology-based learning approach. The purpose of this study is to describe whether information technology-based learning and communication can reduce mathematics anxiety of grade 7 students. This classroom action research consists of two cycles with the initial stage of setting targets for achieving indicators of research success. The results showed that the average level of anxiety of students classified as high, namely 92, then decreased to 82 in the first and 70 cycles at the end of the second cycle. While the percentage of implementation of information technology-based learning at the end of the first cycle was 80.25% and at the end of the second cycle was 91%.

An Investigation On Pre-Service Elementary School Teachers’ Mathematics Anxiety

The aims of this study are to (1) determine the level of mathematics anxiety (MA) of pre-service elementary school teachers, (2) compare the MA among pre-service elementary school teachers in terms of gender, and (3) compare the MA among pre-service elementary school teachers in terms of the semester. This research employed a quantitative approach with comparative research design. In addition, the samples were 498 pre-service elementary school teachers. The instrument used is the Revised-Mathematics Anxiety Survey (R-MANX) developed by Bursal and Paznokas (2006). R-MANX consists of 30 statement of a 5-point Likert scale. The data analysis was processed using one-way ANOVA assisted by SPSS version 23. The findings reveal that the MA of pre-service elementary school teachers is high. Further, it is revealed that there is no significant MA difference between male and female pre-service elementary school teachers. Also, there is no significance of MA difference among pre-service elementary school teachers who are in 2nd semester, 4th semester, and 6th semester. Therefore, the results of this research imply that MA can affect pedagogical competence of a teacher and it could have an impact on the way the teacher manages the class.

Anxiety about mathematics among university students: A multi-dimensional study in the 21st century

The aim of this research was to examine university students’ anxiety about mathematics, teaching mathematics in the 21st century and the views on mathematics teachers. A total of 100 students studying in 10 different departments of the Faculty of Economics and Administrative Sciences of a private university in the 2018–2019 academic years participated in this study. The data were collected by demographic questions, semi-structured open-ended questions consisting as well as questions about mathematics teaching in the 21st century prepared by the researchers and through the ‘Mathematics Anxiety Scale’. According to the results, there were significant differences in terms of the mathematics anxiety level of students who graduated from high school those have low average maths grades. Meanwhile, an average level of anxiety was observed data collected from the students by using ‘Mathematics Anxiety Scale’. Most students emphasised the fear of success and feeling stressful as the reasons for anxiety about maths.
 Keywords: Mathematics anxiety, university students, fear, stress.

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

Latinx Students’ Mathematics Anxiety and Their Study Habits: Exploring Their Relationship at the Postsecondary Level

Increasing Latinx students’ success in college-level mathematics calls for exploration on their mathematics anxiety as it relates to study habits. Using a sample of Latinx students in a Hispanic Serving Institution and their levels of mathematics anxiety, pairwise analyses revealed significant differences among subgroups. Moreover, regression analyses showed Latinx students’ study habits being predictive of mathematics anxiety. As a result, recommendations are provided that could alleviate mathematics anxiety and its effects on Latinx college students.

An Investigation About High School Students’ Mathematics Anxiety Level According To Gender

The aim of this study is to investigate the anxiety levels of high school students towards mathematics lesson according to gender variable. A total of 89 ninth grade students (29 females and 60 males) from various high schools were enrolled in Van province center in the 2017-2018 academic year. In the study, the data were collected by using the developed “Mathematical Anxiety Scale” of the researcher. In the analysis of the collected data, frequency and percentage values were taken and independent sample t test was used. According to the results of the study, high school students' mathematics anxiety levels were at medium level. In addition, there were no statistically significant differences in the anxiety levels of female and male students. While the test anxiety levels of the students who participated in the study were higher than the other anxiety levels, the lowest anxiety level was seen as lack of curriculum subjects.

ANXIETY TOWARDS MATHEMATICS AND MATHEMATICS PERFORMANCE OF GRADE 7 LEARNERS

In this study, we investigated the level of anxiety towards mathematics of grade 7 learners, their mathematics performance and determined if there exists significant difference between male and female learners in their level of mathematics anxiety. We also examined the association between leaners’ level of mathematics anxiety and mathematics performance. It utilized descriptive and correlational research designs involving randomly chosen 41 male and 35 grade 7 leaners. Data were obtained through the students’ mathematics test scores from their teachers’ grade sheets. We also administered a mathematics anxiety scale test of fifteen 15 items, each with 5 possible responses: namely; always, often, sometimes, seldom and never. Findings revealed that grade 7 learners, on average, experience a moderate level of anxiety towards mathematics which was on the same level between male and female learners. On mathematics performance, the leaners manifested below to fairly satisfactory levels. Statistically, there was a significant negative association between learners’ level of anxiety towards mathematics and mathematics performance with the strength of association stronger for male learners than their female counterpart. In conclusion, the grade 7 learners manifested moderate level of anxiety towards mathematics, not meeting expected mathematics performance for both male and female groups. Their anxiety level towards mathematics has negative bearing on their mathematics performance, those who manifested high anxiety level towards mathematics tended to perform low in mathematics and vice versa. Article visualizations:

ANALISIS GENDER TERHADAP KECEMASAN MATEMATIKA DAN SELF EFFICACY SISWA

Both male and female students tend to experience anxiety when learning mathematics. Mathematical anxiety can be overcome by each student depending on the student's self-efficacy. The level of mathematical anxiety and the ability of self-efficacy are assumed to have different tendencies when viewed from a gender perspective. So, this study aims to analyze mathematical anxiety and self-efficacy based on gender differences. The method used in this study is a quantitative method with comparative causal research design. The population in this study were students of Junior High School, with Cluster Sampling techniques obtained by 38 students as the research sample. The instrument used was a questionnaire. with data analysis techniques using independent sample t-test. Based on the results of the study, it has a small tendency towards mathematical anxiety between male and female students. where female students are more anxious when compared to male students. Whereas in student self-efficacy there is no difference between male and female students.

Changing attitudes to mathematics in primary school teachers in England

ABSTRACT Concern about attitudes to mathematics and mathematics education is not unique to England. Studies across the world, including the USA, Canada and Australia, indicate similar concerns. This research aimed to identify the factors that impacted on the formation of teachers’ attitudes to mathematics in primary schools in England and to discover how these have been shaped and/or changed during an in-service professional development programme, The Mathematics Specialist Teacher Programme (MaST). We thus take a unique position in attempting to develop a possible model for reducing teacher mathematics anxiety, and its consequences in classrooms. Findings were analysed using key typologies of professional learning and and revealreveal that teachers who undertook the programme made strong, explicit links between previous experiences of being taught mathematics, their own feelings of mathematics confidence and competence, and levels of mathematics anxiety. High-level collaboration with colleagues and expert facilitators were evident as significant factors in overcoming this anxiety.

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety.The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

Elementary teachers’ mathematical beliefs and mathematics anxiety: How do they shape instructional practices?

AbstractThis quantitative study investigated the relationships among practicing elementary teachers’ (N = 153) beliefs about mathematics and its teaching and learning, mathematics anxiety, and instructional practices in mathematics. When viewed singly, the findings reveal the teachers with higher levels of mathematics anxiety tend to use less standards‐based instruction and those with beliefs oriented toward a problem‐solving view of mathematics reported more standards‐based teaching. A combined analysis shows that after controlling for mathematical beliefs, teaching longevity, and educational degree attainment, there is no relationship between teachers’ mathematics anxiety and instructional practices. These findings suggest a spurious relationship between anxiety and practices, with beliefs having the strongest relationship with practices. Several suggestions for positively influencing the mathematical beliefs and affect in general of elementary teachers while learning mathematics are offered.

Psichological disposition of student; Mathematics anxiety vesus happines learning on the level education

The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

How do indonesian sixth grader students make sense of directproportion: a closer look at student with mathematics anxiety

This study aims to explore how Indonesian students make sense direct proportion concepts according to their level of mathematics anxiety. This research tried to uncover the meaning of a phenomenon for students who are involved. In represents the findings, this research emphasized on seeing through the eyes of students being studied. Fifty-six sixth grader students were asked to complete the CAMS instrument. After completing Indonesian version of Children’s Anxiety in Math Scale (CAMS), three female students’ mathematics anxiety levels were created (high, medium, and low). High anxiety student tends to fail in doing an understanding. Student used additive relationships, response without reasons, or use numbers, operations, or strategies randomly in solving the given problems. Medium anxiety student tends to connect the given information listed in the problem with the concepts that she has already had. Student used qualitative comparison, use rate as a unit, and response without reasons in solving the given problems. Low anxiety student connected the given information listed in the problem with the concepts that she has already had. Student used use ratio as a unit, make qualitative comparison, use cross-product rule, and use symbols, commonly algebraic symbols in representing proportions with full understanding of its relationships.

Mathematics Anxiety in Secondary School Female Students: Issues, Influences and Implications

Mathematics anxiety is a global phenomenon that has generated research interest over the past four decades. Many researchers have suggested that girls display higher levels of mathematics anxiety than boys. This article explores that conjecture in the New Zealand context. It reports on the prevalence of mathematics anxiety in adolescents and investigates the factors that influence students’ mathematics anxiety in mathematics classrooms. Participants in the study were Year 9 students (N = 415) from seven secondary schools in New Zealand. Students were asked to indicate their levels of mathematics test anxiety and mathematics learning anxiety. Statistical analyses confirmed that girls report higher levels of mathematics anxiety than boys. Findings revealed that girls’ mathematics anxiety increased with school decile, and was higher in single-sex girls-only schools. Mathematics test anxiety was a major contributor to levels of mathematics anxiety. The article offers a number of strategies that schools might put in place aimed at reducing mathematics anxiety.

Factors causing Mathematics Anxiety of Senior High School Students in Calculus

Mathematics anxiety impacts to the learner tremendously especially his scholastic performance, mastery of learning competencies and skills, and even the career choice. This study investigated the different factors causing mathematics anxiety in Calculus of senior high school students. The research design employed was mixed method. Qualitative techniques were used in determining the factors that caused the anxiety of the participants and descriptive design in determining the anxiety level of the students. The study was conducted in five (5) senior high schools offering Science, Technology, Engineering and Mathematics (STEM) Strand in a province in the Southern Luzon, Philippines. Sixty- nine(69) participants took the Mathematic Anxiety Inventory (MAI) developed by Plake and Parker. The results revealed that almost all of the participants have either high or moderate mathematics anxiety level. The paper concludes that the abstract mathematical concepts of Calculus, the teaching style and attitude of the teacher, and the poor comprehension and analytical skills of the students were the major factors that caused the mathematics anxiety of the participants.

Analysis of mathematics anxiety of junior high school students

Mathematics anxiety (MA) is a feeling of depression and fear when someone is faced with a mathematical problem. MA can affect student achievement in mathematics. This study aims to determine MA of junior high school students. The method used in this research is descriptive. The sample of this study was 94 students of junior high school. MA instruments are modified from some valid and reliable test MA. The results showed that the MA of junior high school students was at a moderate level. Increased anxiety occurs in grade 8. The greatest student anxiety occurs when students are facing math tests and when completing math tasks. Students feel insecure when solving math problems, because students only memorize mathematical formulas and do not understand its meaning. The material in mathematics textbooks cannot be understood well by students. MA increases as students go to higher classes, and generally students do not want to have a career in the future associated with mathematics. Teachers have an important role in reducing the level of MA. Knowing about MA experienced by students is the first step of the teacher to make efforts to minimize MA.