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Journal articles on the topic 'Math anxiety. Mathematics'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Ferdiansyah, Muhammad Nanang, and Rooselyna Ekawati. "Students’ Cognitive Process In Problem Solving On Pattern Materials Reviewed From Math Anxiety." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 13, 2021): 137. http://dx.doi.org/10.31331/medivesveteran.v5i1.1516.

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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. Keywords: Cognitive, Mathematical Ability, Math Anxiety, and Problem Solving
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Henschel, Sofie, and Thorsten Roick. "The Multidimensional Structure of Math Anxiety Revisited." European Journal of Psychological Assessment 36, no. 1 (January 2020): 123–35. http://dx.doi.org/10.1027/1015-5759/a000477.

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Abstract. The study introduces a math anxiety scale that systematically addresses psychological components, including cognitive (worry) and affective (nervousness) math anxiety when dealing with mathematical problems in mathematics-related settings (concerning tests, teachers, learning in class, working with mathematics textbooks, mathematics homework, and applying mathematics in everyday life). Our results indicate a hierarchical structure of math anxiety. Specifically, cognitive and affective math anxiety at the second-order level each determined three setting factors at the first-order level concerning evaluation (tests, teachers), learning (in class, with mathematics books, and during homework), and application (applying mathematics in everyday life). Furthermore, girls reported higher math anxiety than boys, which was particularly pronounced in the affective scale and in high-stakes academic settings, such as those involving evaluation and learning. After controlling for mathematics performance, gender effects decreased in all sub-dimensions but remained significant in affective math evaluation anxiety. Practical implications and directions for further research on cognitive and affective math anxiety are discussed.
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Tobias, Sheila. "Math Anxiety: An Update." NACADA Journal 10, no. 1 (March 1, 1990): 47–50. http://dx.doi.org/10.12930/0271-9517-10.1.47.

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As reported in Overcoming Math Anxiety 1978, 1980, in 600 interviews with college-age and older returning students, Tobias found three significant variables in her subjects' inability to do college-level mathematics: fear of mathematics, the conviction that mathematics is a white male domain, and the conviction that one is either good in mathematics or in language arts but never both. The students' absence of coping skills in dealing with mathematics classes and with their own anxieties appeared to be the main barrier to their attempting mathematics one more time. Subsequently, Tobias focused her research on entering college students. Her second book, Succeed With Math: Every Student's Guide to Conquering Math Anxiety 1987, was commissioned by The College Board. What follows is a selection of excerpts from that book, reconfigured for the use of counselors and advisors.
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Lyons, Ian M., and Sian L. Beilock. "Mathematics Anxiety: Separating the Math from the Anxiety." Cerebral Cortex 22, no. 9 (October 20, 2011): 2102–10. http://dx.doi.org/10.1093/cercor/bhr289.

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Anugrah, T. M., T. A. Kusmayadi, and L. Fitriana. "Mathematics anxiety in dealing math exams." Journal of Physics: Conference Series 1157 (February 2019): 032101. http://dx.doi.org/10.1088/1742-6596/1157/3/032101.

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6

Chipman, Susan F., David H. Krantz, and Rae Silver. "Mathematics Anxiety and Science Careers among Able College Women." Psychological Science 3, no. 5 (September 1992): 292–96. http://dx.doi.org/10.1111/j.1467-9280.1992.tb00675.x.

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Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated to career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice
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7

P. Agashi, Pius, and Sunday G. Adeniyi. "MATHEMATICS ANXIETY AND CHOICE OF SUBJECT AMONG JUNIOR SECONDARY SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 527–32. http://dx.doi.org/10.21474/ijar01/12869.

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Mathematics anxiety has been found to negatively impact students academic performance, and the trend is pervasive in our society. The purpose of this study was to determine whether math anxiety will predict students choice of subject. A total of one hundred and sixty-six junior secondary school students participated in the study. The Maths Anxiety Scale (MAS) was used to measure the respondents level of math anxiety. Their subject choice was indicated in the demographic section. The linear regression analysis conducted on the data revealed that math anxiety positively and statistically predicted students choice of subject. The findings and practical implications of the study are discussed.
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Sari, Mira Nofita, Elda Herlina, and Ummul Huda. "DIFFERENCES IN MATHEMATICS ANXIETY AND MATHEMATICS CONNECTION ABILITY IN GENDER PERSPECTIVE." AGENDA: Jurnal Analisis Gender dan Agama 3, no. 1 (June 19, 2021): 52. http://dx.doi.org/10.31958/agenda.v3i1.2609.

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This research is a comparative study with quantitative methods. This study aims to: 1) find out whether there are differences in mathematical connection abilities between male and female students, 2) find out whether there are differences in math anxiety between male and female students, 3) find out whether there is an interaction between math anxiety and gender with mathematical connection ability. Data were obtained from anxiety questionnaire sheets and mathematical connection ability tests. Then it was analyzed by two-way analysis of variance and the Mann-Whitney test. The results show that: 1) There is no difference in mathematical connection ability between male and female students, 2) There is a difference in math anxiety between male and female students, 3) There is no interaction between math anxiety and gender on mathematical connection ability.
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9

Adaskina, A. A. "The study of the phenomenon of math anxiety in foreign psychology." Современная зарубежная психология 8, no. 1 (2019): 28–35. http://dx.doi.org/10.17759/jmfp.2019080103.

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The article presents an overview of foreign studies on the phenomenon of mathematical anxiety. Unlike Russian psychology, where more general concepts are considered: school anxiety, learning anxiety, exam anxiety, foreign psychologists have developed a narrow concept of “mathematical anxiety” (math anxiety) since 1960s. The article discusses the content of this concept, the main directions of the research. This analysis of the academic literature reveals the main reasons for increasing the math anxiety of students: approaches to teaching mathematics, social attitudes and stereotypes, low socioeconomic status of the family. The data show a decrease in operative memory which results in declining effectiveness of performance tasks in teaching mathematics to students with high mathematical anxiety. The article also discusses practical recommendations for reducing math anxiety while teaching mathematical disciplines to schoolchildren and students which include both pedagogical techniques and special psychological techniques and trainings
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10

Jenßen, Lars, Simone Dunekacke, Michael Eid, and Sigrid Blömeke. "The Relationship of Mathematical Competence and Mathematics Anxiety." Zeitschrift für Psychologie 223, no. 1 (January 2015): 31–38. http://dx.doi.org/10.1027/2151-2604/a000197.

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In educational contexts, it is assumed that mathematical competence can be viewed as a trait. However, studies have yet to examine whether mathematical competence is actually a stable personality characteristic or rather depends on situational factors. Thus, construct validity has not yet been confirmed in this respect. The present study closes this research gap with regard to prospective pre-school teachers when measured across measurement occasions with similar situational characteristics. This study also examines the idea that math anxiety is a relevant negative predictor of mathematical competence. Both research objectives were examined using latent state-trait theory (LST) modeling, which allows for the investigation of occasion-independent and occasion-specific variability over time. The competence and anxiety of n = 354 prospective pre-school teachers were assessed twice across a period of three weeks. Results indicated no occasion-specific effects and moderate negative relations between math anxiety and all mathematical domains. The utility of LST modeling for construct validation and the investigation of complex relationships are discussed.
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Vargas, Rafael. "A literature review on math anxiety and learning mathematics: A general overview." Journal of Educational Research and Reviews 9, no. 5 (May 13, 2021): 102–8. http://dx.doi.org/10.33495/jerr_v9i5.21.112.

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Learning mathematics has become a necessity in today's world since success in everyday life requires mathematical knowledge and because mathematics is the basis for science and technology. However, a large number of individuals in the population experience difficulties performing mathematical tasks, which generates feelings of frustration, anxiety and rejection when performing activities that involve mathematical thinking. In this literature review, concepts such as number sense and mathematical thinking, math anxiety, the possible reasons for math anxiety, and options for diagnosis and therapeutic alternatives to address and overcome this problem are analyzed. If these problems are not solved, they could affect the personal development of those affected by them and the society to which they belong. Keywords: Anxiety, educational psychology, school phobia.
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12

Adams, Colin. "Overcoming math anxiety." Mathematical Intelligencer 23, no. 1 (December 2001): 49–50. http://dx.doi.org/10.1007/bf03024518.

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Irfan, Muhammad. "PROSES BERPIKIR SISWA YANG MENGALAMI MATH-ANXIETY DALAM MENYELESAIKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL." KALAMATIKA Jurnal Pendidikan Matematika 3, no. 1 (April 2, 2018): 27–38. http://dx.doi.org/10.22236/kalamatika.vol3no1.2018pp27-38.

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Algebra is one of the most difficult material for students to understand, especially those experiencing math-anxiety. This study aimed to describe: (1) the thinking process of students who have high math-anxiety in solving mathematical problems according to Polya steps, (2) the thinking process of students who have low math-anxiety in solving mathematical problems according to Polya steps. Type this research is qualitative research with case study method. Sampling is done by purposive sampling technique. Subjects used in this study as much as two research subjects, namely: students who have high anxiety math, students who have low anxiety math. The instruments used to collect data are classification of anxiety level of mathematics learning, mathematics problem sheet, and interview guidance. The data validation test used is the triangulation test of time. In this study, researchers used a type of reflective and creative thinking to analyze the thinking process of the subject. The results show: (1) when understanding the problem, planning problem solving, running problem-solving plan, and re-examining answers, students experiencing high math-anxiety using reflective thinking process, (2) when understanding the problem and re-examining answers, students who experience low anxiety math using reflective thinking processes, while at the time of planning problem solving and running problem-solving plans, the subject engages in a process of reflective and creative thinking.
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Sadiković, Selka, Ilija Milovanović, and Milan Oljača. "ANOTHER PSYCHOMETRIC PROOF OF THE ABBREVIATED MATH ANXIETY SCALE USEFULNESS: IRT ANALYSIS." Primenjena psihologija 11, no. 3 (September 25, 2018): 301–23. http://dx.doi.org/10.19090/pp.2018.3.301-323.

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The aim of this research is the psychometric evaluation of the Abbreviation Math Anxiety Scale (AMAS) on a sample of high school students. AMAS operationalizes math anxiety as a two- dimensional construct, basing its main components on the context model: math learning anxiety (MAL) and math evaluation anxiety (MAE). MAL represents the tendency of manifesting mathematical anxiety during the process of learning mathematics, while MAE represents math anxiety present in all situations that imply formal evaluation of math knowledge. The sample consisted of 514 high school students (45.3% male), aged 15 to 19. Confirmatory factor analysis pointed that AMAS is a one–dimensional scale with two facets, with the bifactorial solution showing the best fit parameters. Psychometric attributes of AMAS were tested by using Item Response Theory. Items and the questionnaire showed appropriate psychometric properties. The AMAS scale has expected patterns of relatedness with mathematical achievement, motivation for learning math, age and gender.
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Haase, Vitor Geraldi, Annelise Júlio-Costa, Pedro Pinheiro-Chagas, Lívia de Fátima Silva Oliveira, Letícia Rettore Micheli, and Guilherme Wood. "Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children." Child Development Research 2012 (October 10, 2012): 1–10. http://dx.doi.org/10.1155/2012/982672.

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Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity) and math anxiety (i.e., self-assessment in mathematics) to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.
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Carter, Carolyn, and Yackel Erna. "Math anxiety in the science classroom." Hoosier Science Teacher 40, no. 1 (February 2, 2017): 27–32. http://dx.doi.org/10.14434/thst.v40i1.23273.

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17

Skiba, Aurelia E. "Reviewing an Old Subject: Math Anxiety." Mathematics Teacher 83, no. 3 (March 1990): 188–89. http://dx.doi.org/10.5951/mt.83.3.0188.

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We are all too familiar with the flushed and fidgety student who is frustrated daily by the tortuous rigors of a mathematics class. For forty to forty-five minutes each day, this student cannot seem to do anything right. Even simple calculations are incorrect; everything becomes a jumble; her mind goes blank, and she is convinced that there is absolutely no way she can pass this mathematics test! Furthermore, the students with the most serious problems are those for whom their “math anxiousness” pervades other classes to the extent that they are failing two or three courses and are put on academic probation by the school.
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Foley, Alana E., Julianne B. Herts, Francesca Borgonovi, Sonia Guerriero, Susan C. Levine, and Sian L. Beilock. "The Math Anxiety-Performance Link." Current Directions in Psychological Science 26, no. 1 (February 2017): 52–58. http://dx.doi.org/10.1177/0963721416672463.

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Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achievement and, in turn, STEM career success. This article reviews findings that shed light on antecedents of math anxiety, the bidirectional math anxiety-performance relation, underlying mechanisms, and promising routes to mitigating the negative relation between math anxiety and math performance.
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Мацепуро, Дарья Михайловна, Елена Александровна Есипенко, and Ольга Владимировна Терехина. "ESSENTIAL METHODS OF MATH ANXIETY REGULATION." Pedagogical Review, no. 2(36) (April 14, 2021): 189–98. http://dx.doi.org/10.23951/2307-6127-2021-2-189-198.

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Представлен феномен математической тревожности и рассмотрены методы, позволяющие регулировать данный вид тревожности, способы их реализации, а также потенциальное применение с точки зрения их эффективности и надежности. Описанные методы практически не проверялись на российских выборках, в связи с этим требуется их дальнейшее изучение и экспериментальная верификация, а также апробация в условиях образовательного процесса. Новая реальность смешанного и онлайн-обучения может способствовать развитию математической тревожности и привести к увеличению количества школьников, испытывающих дискомфорт при работе с числовой информацией. Это требует переосмысления и усовершенствования методов ее регуляции. Math anxiety (MA) is a feeling of fear, worry and discomfort when working with numerical information. Students with a high level of math anxiety tend to avoid mathematics and further study in areas where mathematical knowledge is required. This leads to a shortage of applicants for technical and natural sciences. The development of MA can be caused by: poor mathematical skills, genetic predisposition, socio-environmental factors. In fact, some of the same genetic and environmental reasons affect both math ability and math anxiety. This paper discusses such methods of MA regulation as: expressive writing, reappraisal, relaxation, meditation, mindfulness, art therapy, bibliography, music therapy, and psychophysiological methods (i.e. transcranial stimulation). The effects obtained by these methods, its implementation, as well as potential applications in terms of their effectiveness and reliability have been covered. The studied methods have practically not been tested on Russian samples. Therefore, their further study and experimental verification are required. Regulation methods also require testing in real conditions of the educational process. The new reality of blended and online learning could trigger math and academic anxiety. It is important that some of the proposed methods can be indirectly applied to other types of “academic anxiety” (anxiety caused and experienced by students for other specific discipline).
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Ramirez, Gerardo, Sophia Yang Hooper, Nicole B. Kersting, Ronald Ferguson, and David Yeager. "Teacher Math Anxiety Relates to Adolescent Students’ Math Achievement." AERA Open 4, no. 1 (February 2018): 233285841875605. http://dx.doi.org/10.1177/2332858418756052.

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Elementary school teachers’ math anxiety has been found to play a role in their students’ math achievement. The current study addresses the role of teacher math anxiety on ninth-grade students’ math achievement and the mediating factors underlying this relationship. Using data from the National Mindset Study, we find that higher teacher math anxiety is associated with lower math achievement. This relationship is partially mediated by the students’ perception that their teacher believes not everyone can be good at math and is not explainable by teachers’ usable knowledge to teach mathematics. In subsequent analyses, we find that higher teacher math anxiety relates to a reduction in process-oriented (as opposed to ability-oriented) teaching practices, which in turn predict students’ perception of teacher mindset. We argue that math anxious teachers and their use of particular teaching strategies have the potential to shape students’ math achievement and their perceptions of what their teacher believes about math.
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21

Hébert, Thomas P., and Joseph M. Furner. "Helping High Ability Students Overcome Math Anxiety through Bibliotherapy." Journal of Secondary Gifted Education 8, no. 4 (May 1997): 164–78. http://dx.doi.org/10.1177/1932202x9700800403.

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Affective factors play a critical role in mathematics learning and instruction. Evidence of negative attitudes and high levels of anxiety toward mathematics is abundant. Since math anxiety is widespread and the need for the understanding of mathematics is critical to success in school, secondary teachers need practical classroom strategies to use to relieve these anxious feelings in their high ability students. Bibliotherapy is one such strategy through which secondary students may gain helpful insights to deal with their math anxiety. The article provides a lesson plan featuring Math Curse and then suggests available literature dealing with math anxiety.
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Anindyarini, Rosyita, and Supahar Supahar. "Portrait of Mathematical Anxiety in Early Youth Ages." International Journal of Trends in Mathematics Education Research 2, no. 3 (June 30, 2019): 128. http://dx.doi.org/10.33122/ijtmer.v2i3.77.

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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.
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Santos, M. Lian Kamyl P., Rene R. Belecina, and Rosemarievic V. Diaz. "Mathematical Modeling: Effects on Problem Solving Performance and Math Anxiety of Students." International Letters of Social and Humanistic Sciences 65 (December 2015): 103–15. http://dx.doi.org/10.18052/www.scipress.com/ilshs.65.103.

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This study determined the effects of the integration of mathematical modeling on the problem solving performance and math anxiety level of Grade 9 students. Two groups of students were exposed to different strategies: the control group was taught using guided practice while the experimental group was taught using the integration of mathematical modelling. Pretests and Posttests were given to measure the performance of both groups in terms of their problem solving skills and their math anxiety level. T-test of independent and dependent were used to determine whether there exists significant difference between the performance of the two groups in terms of their pretest and posttest scores. Questionnaire and Interview Method were implemented were used to elicit students’ reactions on the integration of mathematical modeling in the classroom.Findings showed that there is a significant difference between the pretest and posttest mean scores of both groups in terms of their problem solving performance test and their mathematics anxiety test. However, when their posttest mean scores were compared, the experimental group made a large improvement in terms of their problem solving performance and a reduction in terms of their mathematics anxiety level, thus, the integration of mathematical modeling was effective in improving the problem solving performance and reducing the math anxiety level of students
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You, Sukkyung, Eui Kyung Kim, Sun Ah Lim, and Myley Dang. "Student and Teacher Characteristics on Student Math Achievement." Journal of Pacific Rim Psychology 15 (January 2021): 183449092199142. http://dx.doi.org/10.1177/1834490921991428.

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Using data from the Programme for International Student Assessment (PISA), this study implements two statistical analyses to investigate the effects of student and teacher characteristics on students’ mathematical achievement. First, the authors conduct an exploratory factor analysis to explore the factor structure for the various student and teacher variables of interest in this study. Second, they perform hierarchical linear modeling to analyze students’ and teachers’ multilevel structure in a school. The results suggest that student characteristics such as mathematics interest, instrument motivation, mathematics self-efficacy, mathematics anxiety, mathematics self-concept, and out-of-school study time predicted 39.9% of mathematical achievement variance. The results also suggest that mathematics self-efficacy had the largest effect on mathematical achievement. Teacher characteristics such as teacher-directed instruction, cognitive activation, teacher support, classroom management, and student–teacher relations predicted 34.9% of mathematical achievement variance. This study’s results have implications for educators in fostering a positive learning environment to increase students’ mathematics interest and self-efficacy, and focus on specific teacher characteristics to increase students’ mathematical achievement.
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Pamungkas, Aan Subhan. "KONTRIBUSI SELF CONCEPT MATEMATIS DAN MATHEMATICS ANXIETY TERHADAP HASIL BELAJAR MAHASISWA." Jurnal Dinamika Pendidikan 8, no. 2 (July 1, 2015): 55. http://dx.doi.org/10.33541/jdp.v8i2.114.

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This study examines the relationship between self-concept and mathematics anxiety towards the freshmen learning results. The method used is the correlation method which was aimed to see how strong and how much influence of self-concept and mathematics anxiety with students’ learning results. The population in this study were all students of mathematics education academic year 2013/2014, the study sample was taken by purposive sampling technique as many as 88 students who took the Calculus I course. The instrument used in this research is scale mathematical self-concept and mathematics anxiety scale. The results showed that there is a positive relationship between self-concept and anxiety towards math-ematics learning outcomes of students. Research showed that there was a positive and sig-nificant relationship between self-concept and anxiety mathematical mathematics with stu-dent results.Keywords : Self Concept, Anxiety Mathematics Learning Outcomes
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Osahor, Kelechi, Kirsten Woodend, and Jane Mackie. "The relationship between math personality, math anxiety, test preparation strategy and medication dose calculations in first year nursing students." Journal of Nursing Education and Practice 9, no. 8 (April 29, 2019): 80. http://dx.doi.org/10.5430/jnep.v9n8p80.

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The objectives of this study were twofold: (1) To determine the predictors of performance on a medication dose calculation test in first year baccalaureate nursing students. The variables studied were: level of math anxiety; math personality; arithmetic ability; program of study; age; and the number of strategies used to prepare for a medication dose calculation test. (2) To determine the factors that affect math anxiety. The variables studied were: arithmetic ability, program of study, math personality, the number of test preparation strategies used and age. Participants consisted of a convenience sample (n = 163) from the first year of a Canadian baccalaureate nursing program. Participants completed a mathematics test, which served as a baseline measure of arithmetic ability. They also completed a series of online questionnaires on math anxiety and math personality, age and program of study (compressed program vs. collaborative program). Participants then completed a medication dose calculation test after which they were asked how many different strategies that they had used in preparation for the test. Performance on the medication dose calculation test was regressed on arithmetic ability, mathematics anxiety, program of study, mathematics personality, the number of test preparation strategies and age. Math anxiety was regressed on pretest score, program of study, math personality, the number of test preparation strategies used and age. The variables found to predict performance on the medication dose calculation test were anxiety and program of study. Of the predictors investigated, only the “Inchworm” math personality and number of test preparation strategies used by students significantly predicted anxiety. Strategies to improve nursing students’ ability to perform dosage calculations should incorporate anxiety-reducing tactics as anxiety was found to be a key predictor of performance on the medication dose calculation test. These strategies should focus on supporting students who possess an “inchworm” math personality.
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Boaler, Jo. "Research Suggests that Timed Tests Cause Math Anxiety." Teaching Children Mathematics 20, no. 8 (April 2014): 469–74. http://dx.doi.org/10.5951/teacchilmath.20.8.0469.

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This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
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Haerudin, Haerudin, Dewi Anjani, and Didymus Ibrahi. "Effect of Math Anxiety and Motivation Against Student Mathematical Connections Capabilities." Hipotenusa : Journal of Mathematical Society 3, no. 1 (May 31, 2021): 52–79. http://dx.doi.org/10.18326/hipotenusa.v3i1.5096.

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This study aims to determine the effect of mathematics anxiety and learning motivation on students' mathematical connection abilities. This research was conducted in SMP Negeri 1 Cikampek class VII 9. In the selection of research samples using the cluster random sampling technique. With the method of Correlational research type of regression, the data used are quantitative data obtained from the inquiry questionnaire and learning motivation and mathematical connection ability test questions. Data processing techniques used in this study are using multiple linear regression. In this study quantitative data processing was performed using IBM SPSS 21.0 software for windows. The results of this study obtained a regression equation (Y=-58,623+0,678X1+0,359X2) which is linear with a determination coefficient of 30.3%, meaning that about 69.7% is explained outside of the regression equation. Thus, it was found that mathematics anxiety and learning motivation significantly influence students' mathematical connection abilities.
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Haerudin, Haerudin, Dewi Anjani, and Didymus Ibrahi. "Effect of Math Anxiety and Motivation Against Student Mathematical Connections Capabilities." Hipotenusa : Journal of Mathematical Society 3, no. 1 (May 31, 2021): 52–79. http://dx.doi.org/10.18326/hipotenusa.v3i1.52-79.

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This study aims to determine the effect of mathematics anxiety and learning motivation on students' mathematical connection abilities. This research was conducted in SMP Negeri 1 Cikampek class VII 9. In the selection of research samples using the cluster random sampling technique. With the method of Correlational research type of regression, the data used are quantitative data obtained from the inquiry questionnaire and learning motivation and mathematical connection ability test questions. Data processing techniques used in this study are using multiple linear regression. In this study quantitative data processing was performed using IBM SPSS 21.0 software for windows. The results of this study obtained a regression equation (Y=-58,623+0,678X1+0,359X2) which is linear with a determination coefficient of 30.3%, meaning that about 69.7% is explained outside of the regression equation. Thus, it was found that mathematics anxiety and learning motivation significantly influence students' mathematical connection abilities.
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Brown, Jennifer L., Myriam Ortiz-Padilla, and Roberto Soto-Varela. "Does Mathematical Anxiety Differ Cross-Culturally?" Journal of New Approaches in Educational Research 9, no. 1 (January 15, 2020): 126–36. http://dx.doi.org/10.7821/naer.2020.1.464.

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Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures.
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Soni, Akanksha, and Santha Kumari. "The Role of Parental Math Anxiety and Math Attitude in Their Children’s Math Achievement." International Journal of Science and Mathematics Education 15, no. 2 (October 11, 2015): 331–47. http://dx.doi.org/10.1007/s10763-015-9687-5.

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Sartika, Nurhalida. "HUBUNGAN ANTARA TINGKAT KECEMASAN DAN HASIL BELAJAR MATEMATIKA PADA SISWA SMP ISLAM DI KOTA PALU." Guru Tua : Jurnal Pendidikan dan Pembelajaran 2, no. 2 (December 23, 2019): 52–62. http://dx.doi.org/10.31970/gurutua.v2i2.36.

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Some previous studies has showed that math anxiety correlated with mathematics learning outcomes. This study involved 181 students grade 7th of Islamic Junior High School in Palu. The method of this research is quantitative research method with survey. The design of survey is a cross-sectional design. The results showed that: 1) There was not significant negative relationship between math anxiety with mathematics learning outcomes (r = -0.052); and 2) There were not significant differences in students' mathematics learning outcomes based on the level of math anxiety
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Kelly, William P., and William K. Tomhave. "A Study of Math Anxiety/Math Avoidance in Preservice Elementary Teachers." Arithmetic Teacher 32, no. 5 (January 1985): 51–53. http://dx.doi.org/10.5951/at.32.5.0051.

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In her 1972 study, Lucy Sells (1978) indicated that 92 percent of the female first-year students in the University of California had such inadequate mathematics preparation that they had effectively closed the door on 70 percent of the career choice available to them. Sell's conclusions and subsequent research on math avoidance were the bases for the resarch we conducted during the 1980-1981 school year at the University of Minnesota, Morris a liberal art college with an enrollment of 1700. This study was directed at documenting math avoidance among female students on the campus.
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Herawati, Mutia, Abdul Muhid, and Asep Saepul Hamdani. "Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students." Psympathic : Jurnal Ilmiah Psikologi 7, no. 2 (January 3, 2021): 315–26. http://dx.doi.org/10.15575/psy.v7i2.8474.

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Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that there was a simultaneous significant negative effect of math self-efficacy, social support, and academic flow toward math anxiety. In addition, the partial analysis shows that there is no significant effect between math self-efficacy and math anxiety. While social support and academic flow have a significant effect on math anxiety. Thus, social support and academic flow can be used as strong predictors of math anxiety.
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Pappas, Marios A., Fotini Polychroni, and Athanasios S. Drigas. "Assessment of Mathematics Difficulties for Second and Third Graders: Cognitive and Psychological Parameters." Behavioral Sciences 9, no. 7 (July 12, 2019): 76. http://dx.doi.org/10.3390/bs9070076.

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Mathematical achievement during the first years of primary school seems to be a reliable predictor of students’ later performance. In addition, cognitive, metacognitive, and psychological parameters are considered to be factors related to mathematical achievement. However, in the Greek educational system, there is a shortage of valid and reliable tools for the assessment of mathematics difficulties and as a consequence, identification of children with these difficulties does not take place before the last years of primary school. This study aims to investigate the relationship between working memory, sustained attention, executive functions, and math anxiety with mathematical achievement in 2nd and 3rd graders. The design of the study was based on the parameters of mathematics difficulties, as they arise from the literature review. Ninety-one Year 2 and Year 3 primary school students (mean age 8.06 years) from three public schools situated in Attica, Greece participated in the study. The students completed three different scales including educational, cognitive, and psychological tasks. Results showed that mathematical skills were significantly correlated with sustained attention, inductive reasoning, math anxiety, and working memory. Moreover, mental arithmetic ability, sustained attention, and working memory predicted mathematical achievement of second and third graders. The study’s outcomes verify that sustained attention, inductive reasoning, working memory, and math anxiety are correlated with young students’ mathematical performance. The implications of the results for the development of an assessment tool for early detection of mathematics difficulties will be discussed.
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Wood, Guilherme, Pedro Pinheiro-Chagas, Annelise Júlio-Costa, Letícia Rettore Micheli, Helga Krinzinger, Liane Kaufmann, Klaus Willmes, and Vitor Geraldi Haase. "Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children." Child Development Research 2012 (November 26, 2012): 1–10. http://dx.doi.org/10.1155/2012/610192.

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Math anxiety is a relatively frequent phenomenon often related to low mathematics achievement and dyscalculia. In the present study, the German and the Brazilian versions of the Mathematics Anxiety Questionnaire (MAQ) were examined. The two-dimensional structure originally reported for the German MAQ, that includes both affective and cognitive components of math anxiety was reproduced in the Brazilian version. Moreover, mathematics anxiety also was found to increase with age in both populations and was particularly associated with basic numeric competencies and more complex arithmetics. The present results suggest that mathematics anxiety as measured by the MAQ presents the same internal structure in culturally very different populations.
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Shaikh, Shamim Nisar. "Mathematics Anxiety Factors and Their Influence on Performance in Mathematics in Selected International Schools in Bangkok." Journal of Education and Vocational Research 4, no. 3 (March 30, 2013): 77–85. http://dx.doi.org/10.22610/jevr.v4i3.103.

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The objectives of this study were: 1) To determine the level of Performance in Mathematics of Grade 4 students in selected international schools in Bangkok in terms of Knowledge skills, Comprehension skills, Application skills, Analysis skills, Synthesis Skills, and Evaluation skills; 2) To determine the level of Mathematics Anxiety of Grade 4 students in terms of Cognitive factors, Psychological factors, Physical factors, and Environmental factors; 3) To investigate the influence of Math Anxiety factors on Performance in Mathematics. The study utilized the descriptive method. The instrument employed for collecting the data was a Math Anxiety Opinionnaire (MARS) developed by Richardson and Suinn (1972), and its many shorter derivations (Alexander & Martray, 1989; Plake & Parker, 1982; Rounds &Hendel, 1980; Suinn & Winston, 2003). The Math Test was based on the curriculum of Grade 4. The statistics used for the treatment of the data were mean, standard deviation(s.d.), standard error mean (s.e.mean), coefficient of variation(C.V.),rank and ANOVA. The results showed that the highest level of Performance in Mathematics is in the Comprehension skills and the lowest is Knowledge skills. Environmental factors produce the highest level of anxiety among the students. Physical factors had the highest influence on Performance in Mathematics.
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Wahyuningrum, Endang, Disti Pratiwi, and Sandra Sukmaning Adji. "PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER." Jurnal Pendidikan 20, no. 1 (June 19, 2019): 69. http://dx.doi.org/10.33830/jp.v20i1.862.2019.

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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.
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Irhamna, Irhamna, Zul Amry, and Hermawan Syahputra. "Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (November 3, 2020): 1759–72. http://dx.doi.org/10.33258/birle.v3i4.1343.

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The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.
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Brezavšček, Alenka, Janja Jerebic, Gregor Rus, and Anja Žnidaršič. "Factors Influencing Mathematics Achievement of University Students of Social Sciences." Mathematics 8, no. 12 (December 1, 2020): 2134. http://dx.doi.org/10.3390/math8122134.

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The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.
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Rahmi Yuberta, Kurnia, Widya Setiawati, and Lely Kurnia. "PENGARUH MATH ANXIETY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA BERDASARKAN GENDER." AGENDA: Jurnal Analisis Gender dan Agama 2, no. 1 (March 18, 2020): 81. http://dx.doi.org/10.31958/agenda.v2i1.1995.

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Math anxiety often suffered by students in learning math. If it continues to appear, the students will not have a good ability on math concepts. Math concept actually is the basic ability in learning math. From a gender perspective, there is a difference in mathematics anxiety between male and female students. This research aims to seek out whether there is an influence of math anxiety on students’ comprehension of math concepts based on gender. The research method was the correlational research. The research subjects were the eighth grade students of MTsN 07 Tanah Datar. The research found there is a significant negative difference between math anxiety and the ability to comprehend math concepts based on gender at the eighth grade students of MTsN 07 Tanah Datar.
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42

Palestro, James J., and Molly M. Jameson. "Math self-efficacy, not emotional self-efficacy, mediates the math anxiety-performance relationship in undergraduate students." Cognition, Brain, Behavior. An interdisciplinary journal 24, no. 4 (December 16, 2020): 379–94. http://dx.doi.org/10.24193/cbb.2020.24.20.

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A clear inverse relationship exists between efficacy and anxiety and anxiety and performance in mathematics. However, efficacy is domain- and task-specific, so the role that specific types of efficacy play in the anxiety-performance relationship is less clear. Emotional self-efficacy moderates this relationship in children, but research has not yet examined its role with math anxiety and performance in undergraduate students who have more developed emotional regulation. Further, understanding the role of self-efficacy for different tasks (i.e., efficacy for math versus for emotion regulation) is important to understanding math anxiety and how to intervene for math anxious individuals. Therefore, the purpose of the current study was to explore the moderating and/or mediating role of both math self-efficacy and emotional self-efficacy in undergraduate students using indirect effects analyses. One hundred and fifteen students at a mid-sized state university in the Midwest United States completed self-report measures of emotional self-efficacy, math self-efficacy, and math anxiety before completing a standardized measure of math performance. Results of indirect effects analyses determined that math self-efficacy had an indirect effect on the anxiety-performance relationship while emotional self-efficacy had neither indirect nor moderating effects on the math anxiety-performance relationship.
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43

Wahyuningrum, Endang, Disti Pratiwi, and Sandra Sukmaning Adji. "PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER." Jurnal Pendidikan 20, no. 1 (March 28, 2019): 69–81. http://dx.doi.org/10.33830/jp.v20i1.239.2019.

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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.
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Ganley, Colleen M., Rachel A. Conlon, Amanda L. McGraw, Connie Barroso, and Elyssa A. Geer. "The effect of brief anxiety interventions on reported anxiety and math test performance." Journal of Numerical Cognition 7, no. 1 (March 31, 2021): 4–19. http://dx.doi.org/10.5964/jnc.6065.

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Research suggests that math and test anxiety have detrimental impacts on performance in math. To prevent these effects, a number of interventions have been developed, but these interventions have not been extensively tested. In the current study, we examine whether four brief anxiety interventions reduce state anxiety and/or increase math performance. We also examine whether any of the interventions weaken the relation between math or test anxiety and math performance. Participants were 300 college students varying in math and test anxiety levels. Participants were randomly assigned to one of four single-session interventions, which each took 5 minutes or less (reappraisal as challenge, reappraisal as excitement, expressive writing, and look ahead), or a no intervention control group. Results generally show that none of the interventions had an effect on reports of state anxiety or performance on a difficult math assessment, with the exception that students in the expressive writing condition reported higher levels of state anxiety. None of the interventions served to attenuate the relation between math or test anxiety and math performance. These findings were not consistent with results of previous work, and suggest that interventions may need to be more extensive in order to have an effect on state anxiety and math performance.
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Sánchez-Pérez, Noelia, Luis J. Fuentes, and Carmen González-Salinas. "Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)." PLOS ONE 16, no. 8 (August 5, 2021): e0255777. http://dx.doi.org/10.1371/journal.pone.0255777.

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Math anxiety (MA) affects students of all age groups. Because of its effects on children’s academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students’ math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children’s cognitive and academic development.
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Manapa, Imanuel Yosafat Hadi. "Mathematics Anxiety Level of Pre-Service Elementary School Teachers During Online Learning in the Covid-19 Pandemic." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 339. http://dx.doi.org/10.31331/medivesveteran.v5i2.1720.

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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. Keywords: online learning, student math anxiety.
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47

Juniati, D., and I. K. Budayasa. "The mathematics anxiety: Do prospective math teachers also experience it?" Journal of Physics: Conference Series 1663 (October 2020): 012032. http://dx.doi.org/10.1088/1742-6596/1663/1/012032.

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48

Agnes, Popoola Abiodun, and Olaniyan Omoniyi Mathew. "Does Math-Anxiety Affect Senior School Students’ Mathematics Performance? Evidence from Ekiti State, Nigeria." Journal of Mathematics Education 4, no. 2 (December 31, 2019): 43–51. http://dx.doi.org/10.31327/jomedu.v4i2.895.

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This study identified mathematics anxiety and its effects on students’in performance in Mathematics among Senior School Students in Ekiti State, Nigeria. The sample consisted of 238 SSSII students and 25 math-teachers that were randomly and purposively selected respectively. A questionnaire adapted from the Fennema-Sherman Mathematics Attitudes Scale (FSMAS) was used for the study. Descriptive statistics was used to answer the research questions while t-test was used to test the hypotheses. The study showed that mathematics anxiety exist among senior school students in the study area, which is characterized by feverish feelings in Mathematics class, difficulty in understanding math problem, failure to contribute in Mathematics class, truancy in Mathematics class among others. The study showed that there is a difference in the performance of Mathematics anxious and non-mathematics anxious students as revealed from the t-test. Also, the mean score of the math-anxious student and non-math anxious students were found to be 31.84% and 61.31% respectively. It is concluded from the study that Mathematics anxiety affects students’ performance in Mathematics. Concerned stakeholder should implement policies at secondary school level to extend the time of Mathematics class on time table, provide conducive environment and engage innovative teaching methods for the teaching of Mathematics.
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Setiani, Ana. "PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN PROBLEM BASED LEARNING UNTUK MENGURANGI KECEMASAN MATEMATIKA DAN MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTs." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 1, no. 2 (August 1, 2016): 135–48. http://dx.doi.org/10.31943/mathline.v1i2.25.

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The aims of this research are focused to examine the effect of learning model was estimated to decrease mathematics anxiety and to increase student's mathematical problem solving ability. The instrument that used for this research were ability test of problem solving in math and mathematics quosionaire with likert scale. The data analysis used mixed method embedded konkruen method. Based on data analysis concluded (1) the result show the increasing student's mathematical problem solving ability by problem based learning model better than by expository teaching; (2) increasing quality of studen'ts mathematical problem solving ability by problem based learning better than by expository teaching. (3) significant differences between mathematics anxiety and the accomplisment of student's matematical problem solving ability by problem based learning and by expository teaching (4) significant differences between decreasing mathematics anxiety and increasing of student's mathematical problem solving ability by problem based learning and by expository teaching. and (5) there is significan relationship between mathematics anxiety and the accomplishment of student's mathematical problem solving ability.
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Al Mutawah, Masooma Ali. "The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement." International Education Studies 8, no. 11 (October 28, 2015): 239. http://dx.doi.org/10.5539/ies.v8n11p239.

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<p class="apa">Math anxiety has been the focus of much psychological and educational research in the past few years, there are many international studies showing that mathematics anxiety is an influence on student’s achievements in school, but little research has been done about this issue in Bahrain. Bahrain is a country in the Arabian Gulf region, its economic development is increasing rapidly, and there is currently a focus on improving the school education outcomes to fit the 21st century requirements. Bahrain started a huge curriculum project in September 2013 by changing the primary math curriculum across the country, and will continue the changes to secondary curriculum in the coming years. These changes are intended to improve mathematics education in the country, since Bahraini math scores have been below the international mean for a very long time. This study attempts to investigate if there is a relationship between anxiety and underachieving in mathematics in Bahrain. The Revised Mathematics Anxiety (R-MANX) Survey (Bursal, 2006) was translated into Arabic and administered to 1352 primary students. The data was analyzed to explore the reliability and validity of the translated survey and the associations between Mathematics anxiety and achievement. This paper reports the findings of the study.</p>
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