Mathematics Anxiety Research Articles

The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use

Despite the robust correlation between math anxiety and math performance, little is known about how students’ perceptions of math task difficulty or employment of math strategies may relate to math task types. The purpose of this study was to examine differences in students’ task difficulty perceptions and math strategy use across types of math tasks (i.e., overtly or covertly timed, simple or complex problems). Participants included 113 fourth- and fifth-grade students who completed four study conditions in a randomized, counterbalanced order in which tasks varied in terms of timing (i.e., covert or overt) and task difficulty (simple or complex computation). Students demonstrated small to medium differences in task difficulty perceptions and strategy use across their baseline trait math anxiety and math performance such that students with higher trait math anxiety reported using more strategies and tasks being more difficult. Generally, math task timing did not affect perceived difficulty or strategy use. Implications for research and practice are discussed. Impact Statement Student perceptions of math tasks and the strategies they employ can affect their math performance and engagement with math, which in turn can impact future math performance. Of note in this study, fourth- and fifth-grade students with math difficulties and high initial math anxiety demonstrated better math performance and lower perceived task difficulty under overtly timed conditions, underscoring the utility of timing for math fluency performance, particularly for students with math difficulties.

Emotional expression in mathematics e-learning using emojis: A gender-based analysis

Emotional feeling is a phase of neurobiological activity that plays an important role in cognitive thinking and learning, although largely overlooked in complex tutoring fields like Mathematics. This paper introduces an innovative e-learning Mathematics course integrating emojis as a feedback mechanism to express students’ emotional responses towards mathematical challenges. By providing a platform for intuitive emotional expression, this approach aims to strengthen engagement and comprehension. Through empirical investigation, emotional reactions of online mathematics students are explored, with attention to gender-related differences in emoji usage. A survey administered to 100 students prompts them to select emojis conveying their sentiments towards mathematical problems. Statistical analyses reveal that emojis effectively capture students’ emotions, with an emphasis on gender-based variations in selection. These insights illuminate the dynamics of emotional expression and hold implications for fostering comprehensive learning environments that mitigate negative emotions such as mathematical anxiety. By empowering educators to monitor students’ emotional reactions and adapt teaching strategies accordingly, this approach has the potential to cultivate confident and proficient learners essential for STEM (Science, Technology, Engineering, Mathematics) advancement.

Effect of Math Anxiety on Students' Numeration Literacy Ability

Effect of Math Anxiety on Students' Numeration Literacy Ability

Remembering learning mathematics – we can run but we can’t hide

ABSTRACT The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years away because it is required to achieve their ambitions. Each participant has considerable mathematics anxiety, which, they reported, resulted in reactions towards mathematics ranging from avoidance to fear and distress. The research uses narrative methodologies to collect and analyse these data. Common emergent themes were unsupportive relationships with their teachers and memories of being excluded and humiliated. The data suggests their teachers did not see supporting students’ well-being as part of their role, resulting in strong negative emotional reactions. The article concludes that where warm, respectful, relationships are built, barriers to learning mathematics can be overcome.

Pengaruh Musik Klasik Terhadap Kecemasan Matematika dan Dampaknya Pada Prestasi Belajar Matematika Peserta Didik Kelas XB SMK Negeri 2 Kasihan Bantul (SMM)

This research aims to find out how classical music influences the level of mathematics anxiety of class XB students at SMK Negeri 2 Kasihan Bantul. Second, what is the impact of classical music on the mathematics learning achievement of class XB students at SMK Negeri 2 Kasihan Bantul. The research subjects were class XB students at SMK Negeri 2 Kasihan Bantul with a total of 17 students. The type of research used is quantitative research supported by a qualitative approach. The research instruments used in the research were questionnaires, ability tests, and observations. The data obtained was analyzed quantitatively and qualitatively. The results of the research show that classical music has an effect on reducing the level of mathematics anxiety of class XB students at SMK Negeri 2 Kasihan Bantul. Then classical music had an impact on improving the mathematics learning achievement of class XB students at SMK Negeri 2 Kasihan Bantul.

Mathematics self-concept and response pattern in higher education examinations: differences between genders

The study examined how mathematics self-concept, mathematics anxiety and endorsement of mathematics gender stereotypes may impact female students’ response pattern in multiple-choice examinations in courses with mathematical content. Questionnaires measuring these three variables were completed by 435 undergraduates (327 enrolled in a non-mathematical course and 108 in a course with mathematical content). Achievement was measured via multiple-choice examinations, thus allowing us to analyse students’ response patterns (i.e. not only their mark but also the number of hits, errors and unanswered questions). In females, a poorer mathematics self-concept and higher levels of mathematics anxiety (compared with male classmates) did not impact negatively on their final mark in the course with mathematical content. However, the response pattern in this course differed according to gender and mathematics self-concept: a poorer mathematics self-concept was associated with a higher number of unanswered questions in women and a tendency toward a greater number of errors in men. This suggests that a poorer mathematics self-concept leads women to be more cautious during multiple-choice examinations so as to minimise mistakes, whereas in males it tends to be associated with a risk-taking response strategy. These results raise further concerns about the use of multiple-choice examinations, particularly for assessing mathematical knowledge in students with low mathematics self-concept.

Factors Affecting the Senior High School Students’ Math Anxiety on their Mathematics Performance

Factors Affecting the Senior High School Students’ Math Anxiety on their Mathematics Performance

A structural model of college students’ mathematics performance: the role of psychological, physiological, and psychosocial factors

The study aimed to find the best-fit structural model to describe the mathematics performance of freshmen secondary education students majoring in mathematics concerning psychological, physiological, and psychosocial factors. Psychological factors were measured in terms of self-efficacy and attitudes toward mathematics, while physiological factors were assessed about nutritional status, and wellness and well-being. Psychosocial factors were measured in terms of math anxiety and math interest. A questionnaire was administered to 312 randomly selected mathematics teacher education students who have experienced struggles in their board examination performance. These students came from various higher education institutions in the Davao and the SOCCSKSARGEN (South Cotabato, Cotabato, Sultan Kudarat, Sarangani and General Santos City) regions. The validity and reliability of the questionnaire were established through factor analysis and an internal reliability test, respectively. The findings indicate that students exhibit strong performance in mathematics, possess moderate levels of psychological and psychosocial competencies, and maintain relatively healthy physiological statuses. Additionally, the results reveal a structural model depicting students’ mathematics performance with psychological, physiological, and psychosocial factors, which can explain 78% of the data considered in the study. Higher educational institutions may enhance support for students’ psychological and psychosocial skills and integrate health and wellness programs to boost their physiological status, given its impact on academic performance. Further research is encouraged to explore additional factors affecting academic success, aiming to develop a more comprehensive understanding of influences on students’ performance.

Mathematics Anxiety of the Secondary Public School Teachers of Tagudin District

Mathematics Anxiety of the Secondary Public School Teachers of Tagudin District

STUDENTS’ PERCEPTION OF PEER MENTORING AND MATHEMATICS ANXIETY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA

This study examined students’ perceptions of peer mentoring and mathematics anxiety among senior secondary school students in Nigeria. The study explores students' attitudes toward participating in peer mentoring programmes. Descriptive statistical techniques were used to answer the research questions. The findings of this study revealed that a significant proportion of students strongly agreed that the mentoring programme was transformative and provided unique learning opportunities for academic performance. It was further revealed that the mentoring programme had a remarkable effect on reducing mathematics anxiety. Therefore, it was recommended that the Nigerian government should encourage the expansion and continuity of peer mentoring programmes in schools. It also suggested that there should be training and ongoing professional development for mentors.

MATH ANXIETY

Mathematics anxiety has been the subject of growing academic interest, as it can significantly impact academic performance and individuals’ relationship with mathematical content throughout their lives. This narrative review aims to understand the conceptual evolution, causes and possible interventions associated with mathematics anxiety. Using a bibliographic methodology, articles, books and reports published in renowned academic databases were analyzed. As the main theoretical framework, the cognitive-behavioral perspective was adopted, which understands mathematical anxiety as a result of interactions between cognitive, behavioral and environmental processes. The results point to a multifaceted understanding of the phenomenon, highlighting not only individual factors, such as self-efficacy and past experiences, but also external factors, such as teaching methods and teachers’ attitudes. Interventions aimed at reducing mathematics anxiety have focused on both pedagogical strategies and psychotherapeutic approaches, demonstrating the need for an interdisciplinary approach to tackle the problem. This work contributes to the literature by consolidating dispersed knowledge and indicating future paths for educational research and practice.

Proses berpikir konseptual siswa SMP ditinjau dari perbedaan kecemasan matematis

This study aims to analyze how the conceptual thinking process of seventh-grade junior high school students in solving social arithmetic problems when viewed from mathematical anxiety differences. The type of research was qualitative descriptive which used purposive sampling. There were 34 students of seventh-grade junior high school in West Karawang as the subject of this study. The data was collected through questionnaires about mathematical anxiety, written tests of conceptual thinking processes, interviews, and documentation. The data was analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicated that The result of this study showed that the majority of grade VII SMP students' mathematical anxiety tended to be moderate. The results of the analysis concluded that students with low mathematical anxiety had good conceptual thinking skills because they were able to fulfill all indicators. However, students with moderate mathematical anxiety had fairly good conceptual thinking skills because there was only one indicator that was not fulfilled, namely correcting answers. Furthermore, students with high mathematical anxiety had poor conceptual thinking skills since they were only able to fulfill two indicators, namely writing down the information they knew and recounting the steps they took.

When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.

A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs

A mixed method quasi-experimental study on transforming preservice teachers’ mathematics anxiety and teaching self-efficacy beliefs

Field of Study and Gender Moderation of the Association of Personality and Math Anxiety with Numeracy

Math anxiety and personality influence numeracy, although the nature of their contribution has been overlooked. In the present study, we investigated whether their association with numeracy depended on field of study and gender in higher education. Participants were Italian undergraduates in either the humanities (N = 201) or Science, Technology, Engineering and Math (STEM; N = 209) fields of study. These participants remotely completed standardized tests assessing numeracy, math anxiety, personality, intelligence, and basic numerical skills. We tested whether math anxiety and personality interacted with field of study and gender in predicting numeracy. Results showed that math anxiety was negatively associated with numeracy independently of field of study and gender, while the effect of personality, especially neuroticism, on numeracy interacted with field of study over and above intelligence and basic numerical skills. Specifically, humanities undergraduates with higher neuroticism levels scored lower in numeracy than STEM undergraduates. These findings underscore the importance of emotional experience for a good performance in mathematics, beyond math anxiety and the other personality traits, in the students that are less familiar with mathematics. Finally, no robust gender moderation emerged, suggesting that its role may be overridden by differences associated with career choice.

Examining the efficacy of inoculation and value‐affirmation interventions in improving precandidate reactions among prospective military recruits

AbstractThis study engaged 4848 first‐time, English‐speaking prospective Canadian Armed Forces applicants to evaluate pre‐application interventions' efficacy on the Practice Canadian Forces Aptitude Test (PCFAT). Using a five‐level between‐subjects design, participants were randomly assigned to one of the following intervention conditions: inoculation message, value‐affirmation message, a combination of both, placebo writing intervention, or a no‐intervention control group. The interventions were anchored in inoculation theory and value‐affirmation theory and aimed to reduce math anxiety and close the gender gap in test performance. Contrary to expectations, the interventions did not significantly reduce math anxiety or improve problem‐solving performance. Consistent with the literature, a negative relationship was found between levels of math anxiety and problem‐solving scores, and men outscored women in problem‐solving across all conditions. Despite these outcomes, the study lays a foundation for future research on enhancing pre‐applicant experiences in an increasingly competitive labor market. Implications and future directions are discussed.

Math anxiety effects on consumer purchase decisions: the role of framing

AbstractMathematics anxiety, an emotional state resulting in negative responses to math problems and numerical information, has been extensively studied in educational psychology. Research on the impact of math anxiety on consumer purchase decisions, however, is still in its nascent stages. This paper examines the interaction between math anxiety and different promotion framing formats on consumers’ perceived savings, price acceptability, and purchase decisions. Across two studies, we demonstrate that consumers with varying levels of math anxiety respond differently to various promotion frames: a gain versus a reduced loss and a single discount versus multiple discounts. We further show that consumers with insufficient math ability may experience negative affect and heighten math anxiety, particularly when faced with numerical and arithmetic tasks commonly encountered while shopping.

Assessing engineering students’ mathematics self-efficacy and mathematics anxiety levels in Latino contexts

Assessing engineering students’ mathematics self-efficacy and mathematics anxiety levels in Latino contexts

Richard M. Suinn (1933-2024).

Richard M. Suinn, an eminent psychologist known for his work in cognitive behavioral therapy (CBT), sports psychology, ethnic minority issues, and professional association leadership, passed away on January 5, 2024, in Fort Collins, Colorado, at the age of 90 years. Suinn was born on May 8, 1933, in Hawai'i. Suinn was an expert in anxiety management and developed the widely used Mathematics Anxiety Rating Scale. He was the first psychologist appointed team psychologist to a U.S. Olympic team, applying his CBT expertise to five Olympic teams. Suinn developed the Suinn-Lew Asian Self-Identity Acculturation Scale, the most widely used measure of Asian American acculturation. He served as a president of the American Psychological Association (APA) where he opened the door for APA presidents of color, and the Association of Behavioral and Cognitive Therapies (ABCT) and a member of the Board of Directors of APA, the American Psychological Foundation, American Board of Professional Psychology, Association for the Advancement of Psychology, ABCT, and the Asian American Psychological Association (AAPA). (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The relationship between math anxiety and educational motivation: the mediating role of school belongingness

ABSTRACT This study investigated the relationship between math anxiety and academic motivation and the mediating role of school belongingness. For data collection, 447 students (boys = 247) were selected using convenience sampling and administered the School Belonging, Educational Motivation, and Mathematics Anxiety Scale. The results showed that school belongingness is negatively correlated with academic motivation; moreover, after controlling gender and age, math anxiety and school belonging predicted academic motivation. In addition, this study found that male students had lower levels of math anxiety than female students, while there were no differences in learning motivation and sense of school belonging between male and female students. The results also showed that age is negatively correlated with academic motivation. However, there was no significant correlation between age and gender and other variables.