eric.ed.gov har udgivet: Although the number of computers in the school system is increasing, many schools are not using computers to their capacity. One reason for this may be computer anxiety on the part of the teacher. A review of the computer anxiety literature reveals little information on the subject, and findings from previous studies suggest that basic controlled research is needed. A study was undertaken to measure computer anxiety in a college population and to determine the relationship of computer anxiety to personality types and math anxiety. Undergraduates (N=59) completed Oetting’s Computer Anxiety Scale (COMPAS), A Questionnaire About Computers, the Math Anxiety Rating Scale (MARS), and the Vocational Preference Inventory to determine Holland types. Demographic data revealed that subjects had limited access to computers and only a minimal amount… Continue Reading →
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eric.ed.gov har udgivet: A major challenge for practitioners in adult mathematics education is to achieve effective learning outcomes in the face of prevailing negative attitudes in their students, often present as a consequence of unsatisfactory early mathematics learning experience and flowing from the wellestablished connection between adult innumeracy and mathematics anxiety. Whether in nonspecialist mathematics teaching in diverse disciplines such as economics, nursing, and teacher education, or in adult numeracy teaching, the issues are essentially the same: traditional approaches to mathematics teaching, including constructivism, do not work for math-averse students. The need to find new ways to tackle old problems is further fuelled by the impact of the digital age, with mounting evidence that many aspects of accepted teaching and learning practices are being generally undermined by learners’ exposure to… Continue Reading →
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eric.ed.gov har udgivet: This action research project was designed to increase students’ math competencies and reduce math anxiety in targeted high school classes in a Midwestern suburb. The study included 37 students and took place from September through December in 2002. Factors influencing students’ math achievement included self-perceptions of math competence, teachers’ perceptions of students’ abilities, and an overemphasis on remediation which left students unchallenged and behind their peers (Fiore, 1999). Curriculum redesign is one way of improving students’ confidence and competence in their math abilities (Allexsaht-Snider and Hart, 2001). Given this, a curriculum redesign was selected as an intervention for this study. To document student progress in mathematical achievement and improve self-perception, methods of assessment used included surveys, document analysis, and observations. Post-intervention data indicated an increase in students’… Continue Reading →
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eric.ed.gov har udgivet: A project was designed to evaluate TEAM, a math anxiety reduction program for undergraduate students preparing to be elementary school teachers. The program consisted of two main components: (1) instruction intended to improve problem solving skills using the areas of patterns, probability, measurement, approximation, and estimation; and (2) activities designed to reduce math anxiety and to increase confidence in mathematics. The outcome evaluation for a two-year materials development project consisted of replications of small-scale trials of the materials. Outcome measures included both attitudinal and math concept instruments. Future evaluation research in this or similar programs can concentrate in several areas arising from the development and evaluation of the TEAM materials and course. Areas such as the instructional approach, the integration of testing and teaching, teacher confidence and… Continue Reading →
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eric.ed.gov har udgivet: Mathematics anxiety (MA) has a debilitating impact on learning, achievement, mental health, and the future career life of students. Though MA is a popular research theme, there is little agreement among researchers regarding the cross-cultural effect of gender. The purpose of this paper was to explore the perceived MA differences among males and females across cultures using the Anxiety Towards Math Scale (ATMS; Muñoz and Mato, 2007). Data were collected between October 2019 and September 2020) from students (N = 4,340) in 12 countries. Using univariate analysis of variance, the results indicate that gender has a significant main effect on MA with females recording higher mean scores than males, [71.816 > 68.118]. Examining the interaction effect of gender and location, significant differences in MA scores exist between… Continue Reading →
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eric.ed.gov har udgivet: This Teacher Education and Mathematics (TEAM) module is designed to establish an atmosphere in the classroom in which students will feel free to share their thoughts, reactions, and experiences related to mathematics and mathematics teachers. It consists of an instructor’s text and student materials. The instructor’s text provides (1) specific directions for guiding the lessons and (2) commentary designed to help teachers build positive mathematics attitudes. The format is one of “facing pages” whereby the right-hand page provides step-by-step teaching directives and the left-hand page furnishes commentary that articulates a philosophy, provides explanations, and suggests psychological approaches. The “commentary and notes” page also allots space for the instructor’s use and when no commentary applies, the entire page is alloted to “notes.” Student materials include two sheets for… Continue Reading →
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eric.ed.gov har udgivet: 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… Continue Reading →
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eric.ed.gov har udgivet: Presented are the following reports: (1) Math Anxiety: Real and Complex; (2) Math Anxiety and Middle School Students; (3) Math Anxiety and College Freshmen; (4) Math Anxiety and Elementary Teachers; and (5) Math Anxiety: Conclusions, Discussions, and Remedies. The studies attempt to answer questions regarding mathematics anxiety: (1) what is it, (2) who has it, (3) why do people have it, and (4) what can be done to prevent or cure this anxiety? Anxiety was measured by a standardized rating scale and information on related variables was determined by a standardized test and an investigator-developed questionnaire. Findings are presented separately for each study. Among the conclusions are: (1) group membership has little impact on a person’s anxiety unless the group membership reflects actual mathematics performance or an… Continue Reading →
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eric.ed.gov har udgivet: While much progress has been made in treating math anxiety, little is yet known about its causes, correlates or effects. The present study examined factors related to the prevalence and intensity of math anxiety in college students and the extent to which math anxiety is predictive of math course grades. The 655 subjects were obtained from two math courses and one psychology course at Ohio State University. Results indicated that math anxiety occurs frequently among college students, and that it is more likely to occur among women than among men and among students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores, higher levels of test anxiety and higher levels of trait anxiety. Students reporting confidence in… Continue Reading →
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eric.ed.gov har udgivet: Mathematics anxiety is a prevalent problem in many K-12 classrooms, and if not appropriately addressed can cause lasting educational harm to students as they enter adulthood. Researchers suggest that the finality of traditional grades has increased mathematics anxiety in today’s classrooms. The extreme weight of grades, such as determining participation in school events, scholarship awards, and further education opportunities is a significant contributing factor to the increased heightened stress. The purpose of this literature review is to address one factor that can decrease mathematics anxiety, the use of standards-based grading, which shows mastery or progress towards mastery on individual standards. The beginning of this review will provide an overview of factors that lead to mathematics anxiety, then move into a discussion about the differences between traditional grading… Continue Reading →
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