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Stoehr, Kathleen Jablon. "Mathematics Anxiety." Journal of Teacher Education 68, no. 1 (December 2, 2016): 69–84. http://dx.doi.org/10.1177/0022487116676316.
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Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers’ larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning.
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Moustafa, Ahmed A., Richard Tindle, Zaheda Ansari, Margery J. Doyle, Doaa H. Hewedi, and Abeer Eissa. "Mathematics, anxiety, and the brain." Reviews in the Neurosciences 28, no. 4 (May 24, 2017): 417–29. http://dx.doi.org/10.1515/revneuro-2016-0065.
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AbstractGiven that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.
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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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Vazquez, M. Dorinda Mato, Rocío Chao, and Aurelio Chao. "Strategies to prevent anxiety towards mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 99–104. http://dx.doi.org/10.18844/prosoc.v2i11.1909.
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Anggoro, Bambang Sri, Safitri Agustina, Ramadhana Komala, Komarudin Komarudin, Kittisak Jermsittiparsert, and Widyastuti Widyastuti. "An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract." Al-Jabar : Jurnal Pendidikan Matematika 10, no. 2 (December 18, 2019): 187–200. http://dx.doi.org/10.24042/ajpm.v10i2.3541.
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The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety.
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Sherman, Brian F., and David P. Wither. "Mathematics anxiety and mathematics achievement." Mathematics Education Research Journal 15, no. 2 (September 2003): 138–50. http://dx.doi.org/10.1007/bf03217375.
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Kaba, Yasemin, and Sare Şengül. "The relationship between middle school students’ mathematics anxiety and their mathematical understanding." Pegem Eğitim ve Öğretim Dergisi 8, no. 3 (April 29, 2018): 599–622. http://dx.doi.org/10.14527/pegegog.2018.023.
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Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels.
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Izzah, Latifatul, Muhammad Faslurrohman, and Dian Permatasari. "STUDENTS' MATHEMATICS PROBLEM-SOLVING VIEWED FROM MATHEMATICS ANXIETY AND GENDER." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 4, no. 2 (December 30, 2022): 166–75. http://dx.doi.org/10.35316/alifmatika.2022.v4i2.166-175.
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Some internal factors influence problem-solving ability. Some internal factors that presumably influence problem-solving are mathematics anxiety and Gender. This study aims to determine problem-solving abilities regarding mathematics anxiety and Gender. It is a quantitative research that involves 66 students of a Junior High School in Yogyakarta. The sampling technique used is a simple random sampling technique. The instruments in this study were a problem-solving ability test and a mathematics anxiety questionnaire. The data analysis technique used is Two Way ANOVA. The results show differences in problem-solving ability regarding the students' mathematics anxiety levels. However, there was no difference in students' mathematical problem-solving abilities between male and female students. On the other hand, there is no difference in students' mathematical problem-solving abilities in terms of the level of mathematics anxiety and Gender.
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Munasiah, Munasiah. "Hubungan Kecemasan dengan Pemahaman Konsep Matematika dan Siswa." ARITHMETIC: Academic Journal of Math 2, no. 1 (May 31, 2020): 99. http://dx.doi.org/10.29240/ja.v2i1.1508.
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Understanding mathematical concepts are the first key in understanding the material because there is a link between one concept with another concept. The implementation of learning is expected to link mathematical concepts in everyday life. Internal and external factors of students are very influential in mathematics learning, one of them is mathematics anxiety. Mathematics anxiety that is processed by students well can make these students enthusiastic to learn mathematics, but conversely, if students are not able to process mathematics anxiety properly it will negatively affect mathematics learning outcomes. The purpose of this study was to determine how much influence mathematics anxiety has on understanding mathematical concepts. This research is a descriptive quantitative research. The method used in this study is a survey method using questionnaires and questions in collecting data. The results of this study indicate that mathematics anxiety harms understanding mathematical concepts, with low chorea values. It can be interpreted that in this case, the respondent has not been able to process mathematics anxiety into motivation to continue learning to understand mathematical concepts. So anxiety has a significant effect on understanding mathematical concepts. From this research it is hoped that it can be used as a teacher's reference in carrying out mathematics learning, teachers can help reduce student anxiety by using learning models that are fun and effective, and teachers can provide motivation to students who experience mathematics anxiety.
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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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Astuti, Juwita, and Caswita Caswita. "Kemampuan Koneksi Matematis Siswa SMA Berdasarkan Kecemasan Matematika." Media Pendidikan Matematika 9, no. 2 (December 20, 2021): 95. http://dx.doi.org/10.33394/mpm.v9i2.4476.
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One of mathematical abilities which is concepted by NTCM must be mastered by a student is mathematical connections. Some Study’s results showed that mathematics anxiety can influence students' mathematical abilities, including mathematical connections abilities. The study intends to know about mathematical connection’s ability that will be reviewed from high school students,s mathematics anxiety in solving problem related to material sequences and series. The samples in this study were 36 students of class XI IPA 2 at SMA N 1 Sekampung in East Lampung in academic year 2020/2021. Qualitative approach with descriptive method is used in this study. The tehnicque in collecting the data in this study by providing students math anxiety quessionair and tests to see the abilities of mathematical connections. There were 8 students indicated high math anxiety, 19 students indicated moderate math anxiety and 9 students indicated low math anxiety. The analysis was focused on the students who are chosen as the subject from each category. The conclusion is that student indicated high mathematics anxiety was able to achieve the ability to connect mathematical topics, connect mathematical topics to other sciences, while students with moderate and low mathematics anxiety can only achieve mathematics connection ability in indicator of connection in and between mathematical concepts. There is an anomaly in this study, which is due to high mathematics anxiety student get mathematical connection ability tend to be better. Keywords : Mathematical connection, mathematics anxiety, sequence
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Rahman, Muhammad Syarifuddin, Dwi Juniati, and Manuharawati Manuharawati. "High school students' mathematical proficiency based on mathematics anxiety and cognitive independence." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3740–54. http://dx.doi.org/10.18844/cjes.v17i10.8200.
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Mathematical proficiency is the ability to use conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition in problem-solving. This study aims to determine the effect of mathematics anxiety level and cognitive independence level on mathematical proficiency. This research combined quantitative and qualitative methods to determine the effect of mathematics anxiety and cognitive independence on mathematical proficiency. It used the multiple linear regression test for the quantitative approach. Moreover, the qualitative approach was used to see the effect of anxiety level and cognitive independence on mathematical proficiency. One hundred fifty-five high school students participated in this study, and it was found that mathematics anxiety affects mathematical proficiency negatively while cognitive independence affects mathematical proficiency positively. Students who have high mathematics anxiety use trial and error strategies, while their counterparts, having low mathematics anxiety, use analytical strategies. Students with high cognitive independence can process the information and tend to be independent, while those with low cognitive independence do so illogically and tend to need help from others. The results of this study are hoped to be beneficial for teachers in choosing learning methods.
Keywords: analytical strategy; cognitive independence; mathematical proficiency; mathematics anxiety; trial-error strategy;
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Rahman, Muhammad Syarifuddin, Dwi Juniati, and Manuharawati Manuharawati. "High school students' mathematical proficiency based on mathematics anxiety and cognitive independence." Cypriot Journal of Educational Sciences 17, no. 11 (November 30, 2022): 3985–99. http://dx.doi.org/10.18844/cjes.v17i11.7759.
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Mathematical proficiency is the ability to use conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition in problem-solving. This study aims to determine the effect of mathematics anxiety level and cognitive independence level on mathematical proficiency. This research combined quantitative and qualitative methods to determine the effect of mathematics anxiety and cognitive independence on mathematical proficiency. It used the multiple linear regression test for the quantitative approach. Moreover, the qualitative approach was used to see the effect of anxiety level and cognitive independence on mathematical proficiency. One hundred fifty-five high school students participated in this study, and it was found that mathematics anxiety affects mathematical proficiency negatively while cognitive independence affects mathematical proficiency positively. Students who have high mathematics anxiety use trial and error strategies, while their counterparts, having low mathematics anxiety, use analytical strategies. Students with high cognitive independence can process the information and tend to be independent, while those with low cognitive independence do so illogically and tend to need help from others. The results of this study are hoped to be beneficial for teachers in choosing learning methods. Keywords: analytical strategy; cognitive independence; mathematical proficiency; mathematics anxiety; trial-error strategy;
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Adhimah, Olivia Khufyatul, Rooselyna Ekawati, and Dini Kinati Fardah. "PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA." MATHEdunesa 9, no. 1 (June 28, 2020): 145–54. http://dx.doi.org/10.26740/mathedunesa.v9n1.p145-154.
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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.
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Lestari, Hesti, Rozi Fitriza, and Halen A. "PENGARUH KECEMASAN MATEMATIKA (MATHEMATICS ANXIETY) TERHADAP KEMAMPUAN PEMECAHAN MASALAH PESERTA DIDIK KELAS VII MTs." Math Educa Journal 4, no. 1 (April 30, 2020): 103–13. http://dx.doi.org/10.15548/mej.v4i1.1325.
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This article discusses the differences in students' mathematical problem solving skills based on their level of mathematical anxiety, and the effect of mathematical anxiety on their mathematical problem solving skills. The instruments used in this study were mathematics anxiety questionnaires and mathematics problem solving ability tests. The data were analyzed by two-way ANOVA. The results of this study shows that: there are differences in students' mathematical problem solving skills at the anxiety level of the low, medium and high categories; and there is a negative influence of mathematics anxiety on the ability to solve mathematical problems with an influence value of 86.3%.
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Lussier, Gretchen. "Sex and Mathematical Background as Predictors of Anxiety and Self-Efficacy in Mathematics." Psychological Reports 79, no. 3 (December 1996): 827–33. http://dx.doi.org/10.2466/pr0.1996.79.3.827.
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Anxiety and self-efficacy in mathematics as a function of sex and mathematical background were investigated. This study employed an ex post facto 2 × 2 factorial design in which sex and mathematical background were classification variables. It was predicted that men would report lower anxiety scores and higher self-efficacy scores than women and that students with a high mathematical background would report lower anxiety scores and higher self-efficacy scores than those with a low background in mathematics. An interaction between sex and mathematical background was also predicted. 51 subjects were given the revised Mathematics Anxiety Scale and the Mathematics Self-efficacy Scale. Results supported the hypotheses with respect to background in mathematics for anxiety in mathematics, and all of the hypotheses were supported for self-efficacy in mathematics.
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Prahmana, Rully Charitas Indra, Tri Sutanti, Aji Prasetya Wibawa, and Ahmad Muhammad Diponegoro. "MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS." Infinity Journal 8, no. 2 (September 30, 2019): 179. http://dx.doi.org/10.22460/infinity.v8i2.p179-188.
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Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.
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Ongcoy, Paul John B., Diana Rose A. Jasmin, Ibrahim P. Guiamal, Shane S. Guinita, and Allen Mae M. Iligan. "Experiences and mathematics anxiety of STEM students." Journal of Mathematics and Science Teacher 3, no. 1 (January 24, 2023): em028. http://dx.doi.org/10.29333/mathsciteacher/12870.
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Mathematics anxiety is not a new topic in the field of education, but this construct held its significance in the field over time as it affects other constructs that also contribute to a quality mathematics education. The literature revealed that among senior high school students, mathematics anxiety was found to be prevalent. However, the literature lacked investigations with regards to the mathematics anxiety of this group of students and the factors that can affect it. To address the gap, this quantitative study examined the students’ experiences on teacher interactions, pedagogical practices and mathematical content and their significant relationship to the students’ level of mathematics anxiety. The respondents were 101 STEM students of Pikit National High School and the study used descriptive statistics as well as correlational analysis. The study revealed that STEM students experienced moderately positive teacher interactions, moderately student-centered teaching, moderately positive experiences on mathematical content, and obtained a moderate level of mathematics anxiety. It was further revealed that students’ experiences on teacher interactions and mathematical content have negative correlation with their level of mathematics anxiety and was found to be significant.
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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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Halme, Hilma, Kelly Trezise, Minna M. Hannula-Sormunen, and Jake McMullen. "Characterizing mathematics anxiety and its relation to performance in routine and adaptive tasks." Journal of Numerical Cognition 8, no. 3 (November 16, 2022): 414–29. http://dx.doi.org/10.5964/jnc.7675.
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Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety relate to performance across five tasks that are relevant for the development of mathematics in primary school, including a measure of adaptive expertise with school mathematics. These include mathematical tasks with non-symbolic quantities, whole numbers, and rational numbers. The participants were 406 primary school students attending the 5th grade (N = 188) and 6th grade (N = 218). Our results showed that state anxiety varies across task type. Furthermore, students' self-evaluated state and trait mathematics anxiety had varying negative relations with performance depending on the task type. In particular, we found that mathematics anxiety may limit students' adaptive expertise with rational numbers, even after controlling for other relevant mathematical skills. Overall, our results indicate that existing accounts on the role mathematics anxiety plays in school mathematics should expand to consider differences across task type and measures of anxiety.
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Sonia, Rahmita, Alizamar Alizamar, Alwen Bentri, and Febri Wandha Putra. "Rasch Analysis: Students' Mathematics Anxiety and Symptoms." Jurnal Aplikasi IPTEK Indonesia 4, no. 1 (February 13, 2020): 12–18. http://dx.doi.org/10.24036/4.14342.
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Ideally students follow mathematics learning effectively without any disturbance. But the phenomenon that is happening is that there are students who experience anxiety about mathematics, which causes students to not be able to follow mathematics learning effectively. The purpose of this study is to describe the level of mathematics anxiety experienced by students as a whole and also based on the aspects studied. This study involved 32 students in class XII consisting of 18 female students and 14 male students. The instrument used in this research in the form of a questionnaire containing statements about mathematical anxiety equipped with a Likert scale model. Data analysis using frequency distribution techniques and Rasch Model analysis. The results of the analysis of research data indicate that some students experience mathematical anxiety. In addition, the results of data analysis also showed that there were differences in anxiety between female students and male students both overall and based on aspects of the mathematics anxiety studied.
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Ferguson, Ronald D. "Abstraction Anxiety: A Factor of Mathematics Anxiety." Journal for Research in Mathematics Education 17, no. 2 (March 1986): 145. http://dx.doi.org/10.2307/749260.
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Kazelskis, Richard, Carolyn Reeves, M. E. Kersh, Gahan Bailey, Katherine Cole, Marilyn Larmon, Lew Hall, and D. C. Holliday. "Mathematics Anxiety and Test Anxiety: Separate Constructs?" Journal of Experimental Education 68, no. 2 (January 2000): 137–46. http://dx.doi.org/10.1080/00220970009598499.
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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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Rismayana, Muh Dinar, and Ilham Minggi. "Description of students Mathematical anxiety based on the students’ mathematics ability." ARRUS Journal of Mathematics and Applied Science 1, no. 1 (September 6, 2021): 33–42. http://dx.doi.org/10.35877/mathscience555.
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This study aims to see how the descriptions of anxiety student data are viewed from the level of students' mathematical abilities and is there a relationship between students 'math anxiety and the level of students' math abilities. This type of research uses quantitative methods to determine whether there is a relationship between students 'math anxiety and the level of students' mathematical abilities and qualitative methods to describe the characteristics of mathematics learning anxiety in terms of students' mathematical abilities. The subjects of this study were 3 students, namely one student with low math ability, one student with moderate math ability, and one student with high math ability. The research instrument consisted of a math ability test, an anxiety questionnaire and an interview guide. The level of math ability is categorized using standard deviation. The results showed that: In general, there is no relationship between students 'math anxiety level and students' math abilities in class XI IPA 2, however, some special cases show that there are children who have math anxiety in each category of math ability level (1) Students with low math abilities always experience symptoms of math anxiety because of low self-confidence, poor mastery of mathematical concepts, negative attitudes towards mathematics and passive (2) Students with moderate math abilities often experience math anxiety due to a high fear of mistakes, lack of mastery of mathematical concepts, perception of mathematics is difficult, and passive (3) Students with mathematical abilities rarely experience mathematics because the anxiety they experience is something that everyone naturally feels.
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Moustafa, Ahmed A., Angela Porter, and Ahmed M. Megreya. "Mathematics anxiety and cognition: an integrated neural network model." Reviews in the Neurosciences 31, no. 3 (April 28, 2020): 287–96. http://dx.doi.org/10.1515/revneuro-2019-0068.
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AbstractMany students suffer from anxiety when performing numerical calculations. Mathematics anxiety is a condition that has a negative effect on educational outcomes and future employment prospects. While there are a multitude of behavioral studies on mathematics anxiety, its underlying cognitive and neural mechanism remain unclear. This article provides a systematic review of cognitive studies that investigated mathematics anxiety. As there are no prior neural network models of mathematics anxiety, this article discusses how previous neural network models of mathematical cognition could be adapted to simulate the neural and behavioral studies of mathematics anxiety. In other words, here we provide a novel integrative network theory on the links between mathematics anxiety, cognition, and brain substrates. This theoretical framework may explain the impact of mathematics anxiety on a range of cognitive and neuropsychological tests. Therefore, it could improve our understanding of the cognitive and neurological mechanisms underlying mathematics anxiety and also has important applications. Indeed, a better understanding of mathematics anxiety could inform more effective therapeutic techniques that in turn could lead to significant improvements in educational outcomes.
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Kargar, Maryam, Rohani Ahmad Tarmizi, and Sahar Bayat. "Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students." Procedia - Social and Behavioral Sciences 8 (2010): 537–42. http://dx.doi.org/10.1016/j.sbspro.2010.12.074.
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Novikasari, Ifada. "HUBUNGAN ANTARA PRESTASI BELAJAR DAN TINGKAT KECEMASAN MATEMATIKA PADA MAHASISWA CALON GURU SD/MI." AKSIOMA Journal of Mathematics Education 5, no. 2 (January 3, 2017): 120. http://dx.doi.org/10.24127/ajpm.v5i2.671.
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Mathematics anxiety has been recognized as a feeling depressed and anxious when it deals with the manipulation of numbers and mathematical problem solving in the real life and the academic situations. The anxiety tend to occur in someone with low mathematical ability. That is, individuals with low mathematics anxiety more comfort to solve the problem than someone who has high anxiety. It is interesting to examine, because it will be proved whether there is a relationship between learning achievement and mathematics anxiety
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Visscher, Daniel, and Nina White. "Measuring Mathematics Engagement Anxiety." International Journal of Research in Undergraduate Mathematics Education 6, no. 1 (November 16, 2019): 113–44. http://dx.doi.org/10.1007/s40753-019-00104-6.
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Tangonan, Andie. "Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic." European Journal of Educational Research 11, no. 2 (April 15, 2022): 917–34. http://dx.doi.org/10.12973/eu-jer.11.2.917.
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<p style="text-align: justify;">This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.</p>
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Istikomah, Endang, Sari Herlina, and Nurmaliza Nurmaliza. "IT - Based Mathematics Learning Module To Decrease Students’ Mathematical Anxiety." Mathline : Jurnal Matematika dan Pendidikan Matematika 7, no. 1 (April 18, 2022): 156–66. http://dx.doi.org/10.31943/mathline.v7i1.242.
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The purpose of this study was to determine the level of students' mathematics anxiety and student learning outcomes after using the PMB IT module. The type of this research is Pre-Experiment with One Group Pretest-Posttest design. The instruments used are student mathematics anxiety questionnaire sheets and student response questionnaires, while student learning outcomes can be seen after the UAS exam. The data analysis technique used is qualitative and quantitative data analysis. For data processing, the writer used SPSS 16 software and Microsoft Excel 2013. The students' mathematical anxiety data obtained were analyzed descriptively and student learning outcomes data were processed using Inferential Statistics One-Sample T-Test. The results showed that the level of students' mathematics anxiety after using the PMBIT module decreased by an average of 11.55. While the level of students' mathematics anxiety after using the module in the low, medium, and high categories, respectively, was 40.5%, 56.8%, and 2.7%. Furthermore, there is an increase in student mathematics learning outcomes using the PMBIT Module with sig. 0.029 and a mean of 81.59
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Özcan, Zeynep Çiğdem, and Aynur Eren Gümüş. "A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety." Australian Journal of Education 63, no. 1 (March 27, 2019): 116–34. http://dx.doi.org/10.1177/0004944119840073.
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Many noncognitive constructs affect mathematical problem-solving performance. The aim of the present study is to investigate the direct and indirect effects of a number noncognitive constructs such as mathematics self-efficacy, mathematics anxiety, and metacognitive experience on the mathematical problem solving of middle-school students. The sample consisted of 517 seventh-grade Turkish students of whom 252 were male (49%) and 265 were females (51%). The instruments used in this study were a mathematical problem-solving performance test, a mathematics self-efficacy scale, a mathematics anxiety scale, a metacognitive experience scale, and a mathematics motivation scale. Two-stage structural equation modeling was used to examine the relationships between the noncognitive contructs and problem solving. Metacognitive experience was the only noncognitive construct, which had a direct effect on mathematical problem-solving performance; it also mediated the effects of self-efficacy, motivation, and mathematics anxiety on performance. Motivation and mathematics anxiety had an indirect effect on mathematical problem-solving performance through self-efficacy.
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Morsanyi, Kinga, Niamh Ní Cheallaigh, and Rakafet Ackerman. "Mathematics Anxiety and Metacognitive Processes." Psihologijske teme 28, no. 1 (2019): 147–69. http://dx.doi.org/10.31820/pt.28.1.8.
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This paper presents a proposal for a new area of investigation that connects the metacognition literature, and especially the recently developed meta-reasoning framework, with research into mathematical reasoning, mathematics learning, and mathematics anxiety. Whereas the literature on mathematics anxiety focusses on the end result of learning and problem-solving, the metacognitive approach can offer further insight by a fine-grained analysis of the stages of these processes. In particular, it provides tools for exposing students' initial assessment of tasks and test situations, the targets they set for themselves, the process of monitoring progress, and decisions to stick with or abandon a particular solution. The paper outlines various ways in which the metacognitive approach could be used to investigate the effects of mathematics anxiety on mathematics learning and problem solving. This approach could help in answering questions like: Do anxious and non-anxious learners differ in how they prepare for an exam? Are anxious students more or less prone to overconfidence than non-anxious students? What metacognitive decisions mediate maths anxious participants' tendency to give up on problems too early? Additionally, this line of work has the potential to significantly expand the scope of metacognitive investigations and provide novel insights into individual differences in the metacognitive regulation of learning and problem solving. It could also offer some practical benefits by focusing the attention of educational designers on particular components within the learning process of anxious students.
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Isiksal, Mine, Joanne M. Curran, Yusuf Koc, and Cengiz S. Askun. "Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers." Social Behavior and Personality: an international journal 37, no. 5 (August 1, 2009): 631–43. http://dx.doi.org/10.2224/sbp.2009.37.5.631.
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The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.
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Ozdemir, Emine, and Burcu Sezginsoy Seker. "Prospective Primary Teachers’ Mathematics Anxiety-Apprehension and Its Causes." International Education Studies 10, no. 11 (October 29, 2017): 1. http://dx.doi.org/10.5539/ies.v10n11p1.
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The study aims to investigate the mathematics anxiety-apprehension of prospective primary school teachers and its causes. The mathematics anxiety-apprehension of the prospective primary school teachers was analyzed using a number of variables. The prospective teachers were asked to provide written answers to open-ended questions about the causes of their mathematics anxiety. The study used mixed method research design. The quantitative data for the prospective teachers’ mathematics anxiety-apprehension were collected using the Mathematics Anxiety-Apprehension Scale developed by Ikegulu (1998) and translated into Turkish with validity-reliability analyses by Ozdemir and Gur (2011). The qualitative part of the study used the phenomenological method, and the prospective teachers’ metaphors for aspects of mathematics were collected as data. The participants in the study were third- and fourth-grade prospective teachers studying in the Primary Education Department of the Necatibey Faculty of Education at Balikesir University. They were chosen by simple random sampling. The independent samples t-test was computed to analyze the quantitative data, and descriptive statistics were used for the qualitative data. The study found that the mathematics anxiety-apprehension of prospective primary school teachers who were Anatolian high school graduates was significantly lower. Mathematics anxiety-apprehension did not vary by gender, and the third-grade prospective teachers had significantly higher mathematics anxiety-apprehension. The causes of the prospective primary school teachers’ mathematics anxiety-apprehension were found to be related to teachers, prospective teachers, the examination system, mathematics program-related and school facilities-related causes. The prospective primary school teachers often used metaphors such as life, crossword puzzle, game and human for each sub-theme, and 166 metaphors for mathematics were identified. The themes with the highest number of metaphors were basic principles of mathematics teaching, basic mathematical skills and mathematical knowledge, respectively.
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Himawan, Rizal Fahmi. "Analisis Kesalahan Siswa Dalam Menyelesaikan Permasalahan Matematika Menurut Teori Polya Ditinjau dari Kecemasan Matematika." MATHEdunesa 10, no. 1 (February 20, 2021): 1–9. http://dx.doi.org/10.26740/mathedunesa.v10n1.p1-9.
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Mathematical anxiety is a feeling of panic, helplessness, stiffness, paralysis, and mental disorders that arise in a person when they are asked to solve a mathematical problem thoroughly in everyday life or in academic situations. Mathematical anxiety can have a negative effect on learning ability, application skills, and problem solving abilities. The use of uncommon mathematical problems can encourage the development of critical, creative thinking skills and higher order thinking skills from these students. The purpose of this study was to analyze the types of errors made by VIII grade Junior High School student in solving a problem with Pythagorean material based on Polya's theory with a high level of mathematical anxiety and a low level of mathematical anxiety. This research is a descriptive study using a qualitative approach. Sources of data in this study were 2 VIII grade Junior High School student even semester. There are 3 instruments in this research, namely: mathematics anxiety scale questionnaire, mathematics problem solving test, and interview guide. In this study, the mathematics anxiety scale used was an anxiety scale that was adapted from a scale developed by Mahmood and Khatoon (2011) which was obtained from an adaptation of the Mathematics Anxiety Scale questionnaire. Math problem solving tests are used to find out where students' mistakes are in the process of solving mathematical problems. Interviews are used to find out the reasons and factors that cause students to make mistakes in the process of solving mathematical problems. The results showed that: 1. Grade VIII junior high school students with a high level of mathematics anxiety made mistakes in procedural mistake category in the stages of making plans stage, executing plans stage, and re-checking stage. 2. Grade VIII junior high school students with low mathematical anxiety level made mistakes in conceptual mistake category in the re-checking stage.
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Videnovic, Marina, and Jelena Radisic. "Mathematics related anxiety: Mathematics bogeyman or not?" Psiholoska istrazivanja 14, no. 2 (2011): 157–77. http://dx.doi.org/10.5937/psistra1102157v.
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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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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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Dyah Haerunnisa and Adi Ihsan Imami. "Analisis Kecemasan Belajar Siswa SMP pada Pembelajaran Matematika." Didactical Mathematics 4, no. 1 (March 4, 2022): 23–30. http://dx.doi.org/10.31949/dm.v4i1.2015.
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Some students' views about mathematics, there are students who think that mathematics is difficult, causing students to feel afraid and uneasy when learning mathematics. Feelings of fear and restlessness are part of mathematical anxiety. This study aims to determine the level of mathematical anxiety experienced by junior high school students. The research subjects were 37 seventh grade students junior high school in Klari. This type of research is descriptive research with a qualitative approach. The instrument used is a questionnaire which contains 32 statements, where each statement contains 4 aspects of mathematical anxiety. Data on students' mathematical anxiety scores were processed and grouped into five categories, namely: very high, high, medium, low, and very low. Then 5 students were selected, where each student represented each category to be analyzed descriptive from the answers to the questionnaire that had been given. The results showed, 3 students were in the category of very high anxiety level, 5 students were in the category of high mathematical anxiety level, 18 students were in the category of moderate anxiety level category, 8 students were included in the category of low anxiety level and 3 students had very low anxiety level. Thus, it can be seen that the average level of mathematical anxiety experienced by junior high school students is moderate.
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Adam Supriatna, Rafiq Zulkarnaen, and Dani Firmansyah. "ASOSIASI KECEMASAN MATEMATIS DENGAN KEBIASAAN BERPIKIR SISWA SMA." EduMatSains : Jurnal Pendidikan, Matematika dan Sains 5, no. 2 (January 10, 2021): 191–202. http://dx.doi.org/10.33541/edumatsains.v5i2.2198.
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Students’ who have low mathematical anxiety cause themselves more confidence in learning mathematics and solving given problems, while mathematical habit of mind is a key aspect of student success in learning mathematics. This study aims at investigating the association of mathematical anxiety and habit of mind of high school students’. This study is survey research and it was conducted in a public senior high school in Karawang, West Java, Indonesia. The sample of this research consists of the 11th grade were 501 students’ taken using the cluster sampling method. The instrument used in this research covers mathematical anxiety and habit of mind questionnaire, and the data were analysed by using confirmatory factor analysis. The results show that students' mathematical anxiety was negatively associated with habits of mind. However, the result of the research indicates that dominant aspects of mathematical anxiety are: negative perceptions of mathematics learning, low mathematical achievement, lack of confidence, and mathematics tests. Meanwhile, the dominant aspect of habits of mind are: persevering, thinking metacognition, and working carefully and precisely.
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Gray, Jeremy J. "Anxiety and Abstraction in Nineteenth-Century Mathematics." Science in Context 17, no. 1-2 (June 2004): 23–47. http://dx.doi.org/10.1017/s0269889704000043.
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The first part of this paper surveys the current literature in the history of nineteenth-century mathematics in order to show that the question “Did the increasing abstraction of mathematics lead to a sense of anxiety?” is a new and valid question. I argue that the mathematics of the nineteenth century is marked by a growing appreciation of error leading to a note of anxiety, hesitant at first but persistent by 1900. This mounting disquiet about so many aspects of mathematics after 1850 is seldom discussed. The second part explores the issue of anxiety in mathematical life through an interesting account of an address made by a mathematician in 1911, Oscar Perron. The third and final part ventures some conclusions about the value of anxiety as a question for historians of mathematics to pursue.
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Süren, Nadide, and Mehmet Ali Kandemir. "The Effects of Mathematics Anxiety and Motivation on Students’ Mathematics Achievement." International Journal of Education in Mathematics, Science and Technology 8, no. 3 (May 17, 2020): 190. http://dx.doi.org/10.46328/ijemst.v8i3.926.
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This study aims to investigate whether there is an effect of anxiety and motivation, and if so, the level of this effect on students’ mathematics achievement in the transition test from middle school to high school. In this research, anxiety and motivation levels of the students were examined together with variables such as gender, pre-school education, support and training courses, and private tutoring. The sample of the study consisted of 777 eighth-grade students in a province of Aegean region of Turkey. Mathematical Motivation Scale (MMS) and Mathematics Anxiety Scale for Elementary School Students (MASESS) were used as data collection tools. In addition, the demographic information of the students was obtained with the personal information form developed by the researcher. Descriptive analysis, independent samples t-test, correlation analysis, and structural equation modeling analysis were used for data analysis. According to the results of the study, the mathematics anxiety and motivation levels of middle school eighth-grade students were high and there was a positive and moderate relationship between mathematics anxiety and motivation towards mathematics. It was also determined that anxiety predicted achievement at a higher level, followed by motivation.
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Alghazo, Yazan, and Hasan Al-Wadi. "English Language Anxiety and Its Effect on Students’ Mathematics Achievement." International Education Studies 12, no. 12 (November 29, 2019): 130. http://dx.doi.org/10.5539/ies.v12n12p130.
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Difficulties faced in learning a specific mathematical vocabulary are amplified through incomplete English knowledge among students who English Language Learners (ELLs). Therefore, the present study aims to investigate the relationship between English language anxiety and the mathematical achievement of EFL/ESL students who are using EMI. Mixed research method was employed to identify and understand this relationship between language anxiety and mathematics achievement in the math classroom. To collect quantitative data, a questionnaire was distributed to the students to measure their level of English language anxiety and mathematics achievement using their grades in their mathematics classes. The association between English language anxiety levels and ESL/EFL achievement in Mathematics was investigated through Pearson’s correlation test. The results showed medium levels English language anxiety among the EFL/ESL students with a mean of (2.15) and a standard deviation of (0.73). The results indicated no statistical difference in means of English language anxiety that can be attributed to the program type or graduation year (α≤ 0.05). The study concluded that English language anxiety was neutral as majority of students become nervous, when the teacher asks them unexpected questions.
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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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Gabriel, Florence, Sarah Buckley, and Abhinava Barthakur. "The impact of mathematics anxiety on self-regulated learning and mathematical literacy." Australian Journal of Education 64, no. 3 (October 6, 2020): 227–42. http://dx.doi.org/10.1177/0004944120947881.
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Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students’ engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students’ mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.
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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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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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Green, LuEthel Tate. "Test Anxiety, Mathematics Anxiety, and Teacher Comments: Relationships to Achievement in Mathematics Classes." Journal of Negro Education 59, no. 3 (1990): 320. http://dx.doi.org/10.2307/2295567.
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Cuevas, Ma Melzara, and Mark Berou. "Students’ Mathematics Self-Efficacy and Anxiety as Correlates to Academic Performance." University of Bohol Multidisciplinary Research Journal 4 (September 30, 2016): 1–18. http://dx.doi.org/10.15631/ubmrj.v4i1.64.
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Mathematical aptitude reflected in academic performance is known to be based upon the attitudes of students in approaching the subject. This study aimed to determine how mathematics self-efficacy and anxiety affect academic performance. The researchers used the descriptive-normative survey and documentary analysis of existing records with the stakeholders, the Grade 7 students. Data were analyzed using the Pearson Product-Moment Coefficient of Correlation, t-test, and Chi-Square. Results showed that students had an average level of mathematics self-efficacy regarding understanding and applying the concepts of the subject. However, they also had high anxiety when working with Mathematics tasks or less confidence in achieving high marks or grades. The study concluded that the higher the students’ level of Mathematics self-efficacy, the lower their level of Mathematics anxiety. Conversely, the higher the students’ level of self-efficacy and the lower their mathematical anxiety, the higher their academic performance. It implied that education programs addressing the enhancement of Mathematics self-efficacy and reducing Mathematics anxiety among students would not only reshape their perception of the subject’s difficulty but also improve their academic performance as they move up to the secondary level.