Mathematics Anxiety Of Students Research Articles

Impact of Classroom Environment on High School Students' Mathematics Anxiety

This study is aimed at identifying the relationship between classroom environment and mathematics anxiety of students. Adopting a quantitative data analysis procedure, it has been revealed that there exists a significant negative correlation for the scales for teacher’s support and learning mathematics anxiety and mathematics evaluation anxiety. It has also been identified that learning environment scales and learning mathematics anxiety include significant, negative and independent relationships in relation to teacher's support, investigation, task orientation and equity. Acknowledging teachers as catalysts in pedagogical practice, the study shows that they can play a pivotal role in easing mathematics learning byreducing mathematics anxiety.

Effect of mindfulness-based interventions on students with mathematics anxiety: a discursive-analytic review

Most students are affected by mathematics anxiety in terms of how they study, recall, and comprehend mathematical concepts. Mathematics anxiety significantly impedes students' efforts to attend or study mathematics courses. Researchers have developed mindfulness-based interventions (MBIs) to aid in the recovery of students suffering from academic anxiety, particularly mathematics anxiety. The primary objective of this article is to assess how effective these MBIs have aided in alleviating students from mathematics anxiety so as to achieve success in their academics. This study utilized a discursive-analytic literature review approach. The following MBIs were identified: mindfulness-based stress reduction (MBSR), mindfulness-based cognitive therapy (MBCT), dialectical behavioral therapy (DBT), self-compassion therapy (SCT), yoga, and meditation. Few studies examined some MBIs and reported their significant treatment effects on mathematics anxiety. Specifically, existing studies examining MBSR and MBCT for the treatment of mathematics anxiety in students reported a significant positive effect. A study examined the efficacy of SCT in treating mathematics anxiety in students and reported a positive effect. Educators who use MBIs should prioritize the implementation of successful therapy strategies with their students, consider the necessary time frame to achieve desired results, and explore the fundamental processes that facilitate change. This will facilitate future educators in adapting their techniques in a manner that is advantageous to their respective students.

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

Mathematics anxiety in students seems to be one of the most common phenomena in mathematics teaching and learning worldwide. However, mathematics anxiety induced through the verbal behaviour of other people is an understudied area in mathematics education. This paper aimed to investigate the influence of the verbal behaviour of older people on the students’ interest and choice in studying mathematics. Ten grade-nine students studying in a high school in Kathmandu participated in semi-structured interviews. A descriptive qualitative research design, followed by a thematic analysis of the data through primary, secondary, and tertiary coding, identified four major themes related to the verbal behaviour of elders that induced mathematics anxiety in the students. These themes were discouragement, abuse, fear, and dilemma due to adults’ verbal behaviour when choosing mathematics as an optional subject in high school. The study results have educational implications in terms of the way teachers and parents express their viewpoints and interest in mathematics and related subjects may affect students’ interests and attitudes toward mathematics.

The Need to Develop an Individualized Intervention for Mathematics Anxiety.

Mathematics anxiety is prevalent in many societies around the world, ranging from 30 to 70% (for a review, see Betz, 1978; Dowker et al., 2016). More than 30% of 15-year-old students across the Organization for Economic Co-operation and Development (OECD) countries reported having mathematics anxiety (OECD, 2013). Several studies have shown that mathematics anxiety is related to both mathematics performance and joining Science, Technology, Engineering, and Mathematics (STEM)-related careers (Moustafa et al., 2017, 2020; Zhang et al., 2019). While most prior studies on the link between mathematics anxiety and interest in STEM careers are correlational, it is plausible to assume that mathematics anxiety at early school years (Krinzinger et al., 2009) could have led to low interest in STEM careers later in life. Importantly, there are almost no existing approved interventions for mathematics anxiety. The purpose of this current opinion article is to highlight the need to develop an individualized intervention that targets factors leading to mathematics anxiety in students.

MATHEMATICS ANXIETY OF SECONDARY SCHOOL STUDENTS

The present investigation has been conducted to study the Mathematics Anxiety and its effect on a set of independent variables (gender,school board, fathers qualification, mothers qualification and with respect to their types of family). To achieve this aim the researcher has adopted survey method. The tool used for the data collection was Mathematics Anxiety Scale (MAS) developed by Dr. (Mrs.) Sadia Mahmood and Dr. (Mrs.) TahiraKhatoon.Tool was administered on 195 secondary school students drawn randomly from two schools of Patna. For the analysis of data, the investigator has used mean, standard deviation andt test. The results found that there is no significant difference in MathematicsAnxiety of students with respect to their gender, school board, fathers qualification and with respect to their types of family. Another major finding is that, students whose mothers qualification is above intermediate they are having high MathematicsAnxiety in comparison to those whose mothersqualification is intermediate and below intermediate.

Profile of reasoning ability and reduction of mathematical anxiety in analogy-based physics learning

The analogy approach in learning physics encourages students to use logical reasoning in understanding physics concepts without anxious about mathematics. The purpose of this study were to analyze the reasoning abilities and the reduction of mathematics anxiety of students in analogy-based physics learning. This study used a mixed method design with an embedded experimental model by involving 72 students at senior high school. Quantitative data from the test were triangulated with qualitative data from questionnaires, observations, and psychological tests of mathematics anxiety. Based on data analysis, it was found that the ability to explore facts in questions, identify problems, apply physics concepts increased by an average of 41.66%, while making conclusions 22.50%. Meanwhile, based on the psychological scale analysis of anxiety which is divided into three clusters, the mathematics anxiety cluster on assignment (MAA), in the class (MAC), and for the student’s future (MAF) has decreased by 21.76%, 32.87%, and 18.29% respectively. It can be concluded that the analogy-based physics learning significantly improve reasoning skills and reduce mathematical anxiety of students. Analogy-based learning encourages students to be able to solve physics problems by linking concepts with the peculiarities of phenomena which also have an impact on reducing their math 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 & education field.

团体心理辅导对初三学生数学焦虑的作用

团体心理辅导对初三学生数学焦虑的作用

The Relation Between Academic Boredom of Students with Mathematics Self-Efficacy and Mathematics Anxiety

Abstract: The aim of this study is to determine the relationship between academic boredom with academic self-efficacy and mathematics anxiety of 280 middle school students. Both the descriptive and correlational survey models were used in line with the sub-problems of the study. In this study, Level of Boredom Scale, Sources of Middle School Mathematics Self-Efficacy Scale, and Revised Fennema-Sherman Mathematics Anxiety Scale-Elementary were used as data collection tools. It was found that 5th, 6th, 7th and 8th grade students had middle level academic boredom in mathematics classes regardless of their grade levels. It was concluded that the self-efficacy perceptions related to performance accomplishments, vicarious experience and verbal persuasion were high in each class level, whereas the self-efficacy perceptions of emotional arousal were low. In general, it was relevealed that the anxiety of students in mathematics lessons was low while 8th grade students' mathematics anxiety was higher than the 5th, 6th and 7th grade students. Moreover, findings also revealed that there was a low positive relationship between students' boredom in mathematics lessons and vicarious experience which is used in lessons. No relation was found between the boredom and mathematics anxiety of students.

Systematic Literature Review on Secondary School Students Mathematics Anxiety

Systematic Literature Review on Secondary School Students Mathematics Anxiety

PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA

Problem solving behavior make further information about behavior of students to understand contextual mathematical problems and their solutions. The different behaviors shown by students to each other shows how to steps, abilities, and understanding of students in solving contextual mathematical problems. It is important for students and teachers to know the problem solving behaviors in order to improve understanding and ability to solve contextual mathematical problems. Mathematics anxiety can influence students in soling mathematical problems. Given the importance of students problem solving behavior in learning mathematics, teachers need to know students problem solving behavior in solving contextual mathematical problems based on mathematics anxiety. This study investigate problem solving behavior of students with low and high mathematical anxiety in solving contextual mathematical problems. Subjects in this study were four students of Junior High School, consists each of the two students from each mathematics anxiety group, low and high. Four students were given contextual mathematical problem solving test to investigate about problem solving behavior. Classification of students mathematics anxiety levels is determined through the mathematics anxiety questionnaire score of each student. The results of this research showed that students problem solving behavior with high mathematics anxiety were categorized in Direct Translation Approach-proficient (DTA-p) dan Direct Translation Approach-not proficient (DTA-np) category. Students behavior with low mathematics anxiety were categorized in the category of Meaning Based Approach-justification (MBA-j). The difference in problem solving behavior from two categories of mathematics anxiety is in re-reading the problem, linking concepts, deciding strategies, using context in calculations and final answer, and providing an explanation at each step of the solution. Students problem solving behavior with low mathematics anxiety was better than students problem solving behavior with high mathematics anxiety.

Effectiveness of Scaffolding Strategies in Learning Against Decrease in Mathematics Anxiety Level

This study is a mixture of quantitative and qualitative with sequential explanatory designs. The study aims to (1) analyze the improvement of student achievement in learning after scaffolding, (2) evaluate the level of students 'mathematics anxiety, and (3) describe the role of scaffolding in changing students' perceptions of mathematics anxiety in classroom learning. Sampling through random sampling techniques obtained by students of class X-IPA-1 and X-IPA-2 in SMA Negeri 6 Semarang. Quantitative data analysis uses statistical test techniques: normality test, paired sample t-test, and N-gain test. Qualitative data analysis through interactive methods namely data collection, data reduction, data presentation, and drawing conclusions. Data validation techniques through the source and method triangulation. The results showed that (1) there was an increase in student learning achievement after the application of the scaffolding strategy by 33.0% to 34.5%; (2) there was a decrease in the level of mathematics anxiety in students by 90.4%; (3) through scaffolding, students succeed in reflecting and correcting mistakes in solving previous problems. This means scaffolding can be an effective strategy to help students move across different Zones of Proximal Development (ZPD). The scaffolding strategy has also created a positive classroom environment that encourages students to learn mathematics without fear.

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%.

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%.

Mathematics anxiety of grade VII junior high school in East Jakarta

The purpose of this study was to determine the mathematics anxiety in urban areas like Jakarta which is the dominant area one of the advanced cities in Indonesia. This study focuses on how the image of mathematics anxiety of students in one junior high school in East Jakarta. This research used questionnaire design with descriptive analysis of qualitative. This study was conducted on 49 students of grade VII and discuss about 4 main indicators of mathematics anxiety, i.e. 1) Mathematics knowledge/understanding related to the things such as the emergence of a mind that he didn’t know enough about the mathematics; 2) Somatic related to the changes on the state of the individual body for example like sweating or heart beating fast; 3) Cognitive related to the changes in cognitive a person when dealing with mathematics such as unable to think clearly or be forgotten; 4) Attitude related to the attitudes that arise when someone has mathematics anxiety such as not confident to do the things that are asked or do not want to do it. Data were collected based on questionnaire which has been developed based on the 4 indicators.

Hypotetical learning trajectory to anticipate mathematics anxiety in algebra learning based on the perspective of didactical situation theory

The objective of this research is to design an alleged teacher learning path or Hypotetical Learning Trajectory (HLT) to anticipate mathematics anxiety of students in learning algebra. HLT loads expected mathematics learning objectives, estimates the level of knowledge and understanding of the students, as well as the selection of mathematical activity in accordance with the learning competencies. This research uses educational design research method. The research steps consist of a preliminary design, experimental and retrospective analysis. Data were gathered from various sources, such as data is written during the research process of test results, documentation, sheet results of students' work, results of interviews, questionnaires, and video recordings. The subjects of the study were 10 junior high school students. Based on the research identified 2 students at the level of high anxiety, 7 people at medium anxiety level and 1 student at low anxiety level. High anxiety levels about 20%, was approximately 70% and approximately 10% lower. These results can be used as an evaluation and reflection for designing materials that can anticipate mathematics anxiety of students learning algebra concepts.

Investigation of the relationship of cognitive learning styles and self-efficacy beliefs in mathematics anxiety among high school students

The present study was aimed to investigation of the relationship of cognitive learning styles and self-efficacy beliefs in mathematics anxiety among high school students. The present study was a descriptive and correlational study. The study population consisted of all ninth-grade high school girls and boys of Tehran's 15 district education in 2011–2012. The number of 105 boys and 99 girls were selected using randomized multistage cluster sampling. Data were collected through the Group Embedded Figures Test (GEFT), the General Self-Efficacy scale (GSE) and the Mathematics Anxiety Rating Scale (MARS). Also, according to the study's variables, data were analyzed by Correlation, Variance analysis and Regression Tests. Results showed that there is a correlation (0.555%) between cognitive style and self-efficacy with mathematics anxiety of students (both boys and girls), and the variation of mathematics anxiety can be explained by cognitive style and self-efficacy beliefs (30.8%).

Study of Mathematics Anxiety in High School Students and it's Relationship with Self-esteem and Teachers’ Personality Characteristics

The present research attempts to study the relationship between the mathematical anxiety among high school students and their self-esteem and teachers’ personality characteristics. From among the high school students some 480 people were chosen categorically in accordance with their characteristics and 60 mathematics teachers were also chosen through this method. The data were collected through the use of self-esteem questionnaire of Cooper Smith and Mathematics Anxiety Questionnaire and personality questionnaire by Neo. After data analysis, the following findings were concluded: There is negative significant relationship between the students, mathematical anxiety and their self-esteem. There is also a significant relationship between the students, mathematical anxiety and their teacher's personality characteristics. There is not significant relationship between the high school students mathematics anxiety and their educational levels. There is a significant difference between the mathematical anxiety of moreover students majoring in humanities and natural science students and the students of physics and mathematics students. There is a significant difference between the mathematics anxiety of male and female students.

The effect of cooperative learning on mathematics anxiety and help seeking behavior

Present project is surveying effectiveness of cooperative learning over mathematics anxiety and help seeking behaviour of first grade of high school girl students. Experimental research method was pretest - posttest type which lasted for 8 meetings. For measurement of variables has been used from mathematics anxiety questionnaire and help seeking questionnaire (acceptance and avoidance from help seeking). In respect of executing project plan in pretest level and after execution of two questionnaires, based on highest mark of mathematics anxiety, 40 students from two schools have been selected randomly matching and were put at two groups of control and experimental. Teaching some subjects from math book at control group in traditional way and in exam group has been in cooperative learning method. After termination of educational meetings, again two questionnaires of mathematics anxiety and help seeking behaviour performed over some persons. For data analysis has been used from analysis of covariance (ANCOVA).Consequently results showed that cooperative learning method in comparative with traditional way, decrease mathematics anxiety in students significantly and increase help seeking behaviour and decrease its avoidance component (p<0.05) at them.

Mathematics related anxiety: Mathematics bogeyman or not?

Data of the PISA 2003 survey indicate high levels of mathematics anxiety of students in Serbia. More than half of our students worry whether they will have difficulties in mathematics class or whether they will earn poor marks. Aims of this study therefore are: examining relationship between math anxiety and achievement at mathematics literacy scale; establishing possible predictors of math anxiety and identification of students' groups in relations to their relationship towards mathematics as a subject. Mathematics anxiety is statistically negatively correlated with school achievement and achievement at mathematics literacy scale. Socio-demographic factors, motivational and cognitive aspects related to learning mathematics, perception of school and classroom climate explain 40% variance of mathematics anxiety. Based on students' relationship towards mathematics they cam be divided into three groups; while dimensions that apart them are uninterested-interested in mathematics and presence-absence of anxiety. The group displaying anxiety scores lowest among the three. Applying qualitative analysis students' and teachers' attitudes on specific issues related to teaching and learning mathematics was examined.