scholarly journals Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

2017 ◽  
Vol 8 ◽  
Author(s):  
Lital Daches Cohen ◽  
Orly Rubinsten
Keyword(s):  
Elementary School ◽  
Math Anxiety ◽  
Math Motivation

scholarly journals Anxiety is not enough to drive me away: A latent profile analysis on math anxiety and math motivation

PLoS ONE ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. e0192072 ◽  
Author(s):  
Zhe Wang ◽  
Nicholas Shakeshaft ◽  
Kerry Schofield ◽  
Margherita Malanchini
Keyword(s):  
Latent Profile Analysis ◽  
Math Anxiety ◽  
Profile Analysis ◽  
Math Motivation ◽  
Latent Profile

scholarly journals Examining of the relationship between math anxiety and math achievement of elementary school studentsİlkokul öğrencilerinin matematik kaygısı ile matematik başarıları arasındaki ilişkinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 4425 ◽  
Author(s):  
Yılmaz Mutlu ◽  
İhsan Söylemez ◽  
Ali Fuad Yasul
Keyword(s):  
Elementary School ◽  
Linear Regression ◽  
Elementary School Students ◽  
Math Achievement ◽  
Math Anxiety ◽  
Data Gathering ◽  
Clustering Methods ◽  
School Students ◽  
Pearson Product Moment Correlation ◽  
Analyse Data

This study aims to investigate relation between math anxiety and mathmatical achievement of 3hd and 4th grade  elementary school students. The participants of the study were constituted of totally 474 students, while 288 of those were attending 3hd grade, other 186 attending 4th grade. They were used math anxiety scale (13 items) developed by Mutlu & Söylemez (2017) for 3hd and 4th grades and math achievement tests for 3hd (16 items) and 4th (24 items) grades developed by Fidan (2013) as data gathering tools. They were also used pearson product-moment correlation, linear regression, t-test, oneway anova and two-step clustering methods to analyse data. The data concerning math anxiety and achievement were analysed through pearson product-moment correlation and linear regression. The relation level was found -547 between students’ math anxiety and math achievement. Besides, it was located that math anxiety explains 35% total varience of math achievement. With all that, it was used two-step clustering analyse method over math anxiety and achievement. There were found significant differences between participants’ math anxiety and math achievement scores.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışma, ilkokul 3. ve 4. sınıf öğrencilerinin matematik kaygısı ile matematik başarısı arasındaki ilişkiyi incelemeyi amaçlamaktadır. Çalışmanın katılımcılarının 288’i 3. sınıf, 186’sı 4. sınıf olmak üzere toplamda 474 öğrenciden oluşmaktadır. Çalışmada veri toplamak üzere ilkokul 3. ve 4. sınıflar için Mutlu ve Söylemez (2017) tarafından geliştirilmiş olan 13 maddelik bir kaygı ölçeği ile 3. sınıflar için 16 maddeden oluşan, 4. Sınıflar için ise 24 maddeden oluşan Fidan (2013) tarafından geliştirilen matematik başarı testleri kullanılmıştır. Verilerin analizinde Pearson Momentler Çarpımı Korelasyonu, doğrusal regresyon, t-testi ve iki adımlı kümeleme analizi yapılmıştır. Öğrencilerin matematik kaygısı ve matematik başarısı puanları arasında ilişki düzeyi -.547 olarak bulunmuştur. Ayrıca matematik kaygısının matematik başarısına ilişkin toplam varyansın %35’ini açıkladığı tespit edilmiştir. Bununla beraber matematik kaygısı ve matematik başarısı ilişkisini incelemek üzere iki adımlı kümeleme analizi yapılmıştır. Katılımcıların matematik kaygı ve matematik başarı puanları üzerinde yapılan kümeleleme analizi ile gruplar belirlenmiş, grupların matematik başarıları ve matematik kaygıları arasında anlamlı farklılıklar olduğu tespit edilmiştir.  

Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school

2017 ◽  
Vol 19 (1) ◽  
pp. 21-46 ◽  
Author(s):  
Elizabeth A. Gunderson ◽  
Daeun Park ◽  
Erin A. Maloney ◽  
Sian L. Beilock ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Math Achievement ◽  
Math Anxiety ◽  
Early Elementary ◽  
Reciprocal Relations ◽  
Early Elementary School

scholarly journals Mathematics Anxiety and Math Instructional Time in Preservice Elementary School Teachers

2019 ◽  
Author(s):  
Heidi L. Morton ◽  
Cass Dykeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Expressive Writing ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Instructional Time ◽  
Math Instruction ◽  
School Teachers ◽  
Writing Interventions ◽  
The Impact

Math anxiety is a common problem that has numerous adverse impacts, including the avoidance of math-related tasks, classes, and careers. Past studies have shown that teachers with math anxiety may spend less time engaged in math instruction in their classrooms. Reduced instructional time can result in students lagging behind their peers in math skills acquisition. The present study examines the impact of a brief expressive writing intervention on three preservice elementary school teachers with math anxiety. Expressive writing interventions have been successfully used to reduce a wide variety of negative symptoms and also to improve math performance. Through the use of a multiple-baseline, multiple-probe, single-case research design study, the current researchers examined the impacts of three 10-min expressive writing interventions on two variables: levels of math anxiety (as measured by the FS-ANX subscale of the Fennema-Sherman Mathematics Anxiety Scale) and the number of minutes engaged in math instruction. Though results for math anxiety were somewhat encouraging, results for teacher instructional time were mixed. Implications and recommendations for future research are discussed.

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