scholarly journals Math Anxiety Questionnaire: Similar Latent Structure in Brazilian and German School Children

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Guilherme Wood ◽  
Pedro Pinheiro-Chagas ◽  
Annelise Júlio-Costa ◽  
Letícia Rettore Micheli ◽  
Helga Krinzinger ◽  
...  
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Latent Structure ◽  
Dimensional Structure ◽  
Cognitive Components ◽  
Brazilian Version ◽  
German School ◽  
Different Populations ◽  
Anxiety Questionnaire

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.

scholarly journals KEBIMBANGAN MATEMATIK DAN PENCAPAIAN MATEMATIK TAMBAHAN [MATHEMATICS ANXIETY AND ADDITIONAL MATHEMATICS PERFORMANCE]

2018 ◽  
Vol 3 (2) ◽  
pp. 124
Author(s):  
Siti Zaharah Yahya ◽  
Ruslin Amir
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Mathematics Performance ◽  
Female Students ◽  
Anxiety Level ◽  
Systematic Sampling ◽  
The Relationship ◽  
Anxiety Questionnaire ◽  
Mathematics Self Efficacy

This paper aims to provide insights into the learners’ Mathematics anxiety level, gender differences in the anxiety level, and the relationship between Mathematics anxiety and Additional Mathematics achievement. Random systematic sampling method was used to recruit 69 form four students in Malaysia who took Additional Mathematics Course as the respondents for this study. This study employed correlational method and it used questionnaire as the instrument for data collection. More specifically, Mathematics self-efficacy and anxiety questionnaire (MSEAQ) was used in this study. Mathematics anxiety level was measured using descriptive statistics and t-test was used to compute the mean differences between male and female students’ Mathematics anxiety level. The relationship between Mathematics anxiety and Additional Mathematics achievement was determined by applying Pearson correlational test. The findings reveal that most respondents perceived themselves to have moderate Mathematics anxiety level. Besides, the male students had higher Mathematics anxiety level compared to female students. This study also shows that there was a positive relationship between Mathematics anxiety and Additional Mathematics performance. It is hoped that the findings revealed by this study are useful for policymakers in designing their intervention plans. Keywords: Mathematics anxiety, Additional Mathematics, affective variable, gender, MalaysiaCite as: Yahya, S.Z & Amir, R. (2018). Kebimbangan Matematik dan pencapaian Matematik Tambahan [Mathematics anxiety and Additional Mathematics performance]. Journal of Nusantara Studies, 3(2), 124-133. http://dx.doi.org/10.24200/jonus.vol3iss2pp124-133 ABSTRAKTujuan kajian ini dijalankan adalah untuk mengkaji tahap kebimbangan Matematik pelajar, mengkaji perbezaan tahap kebimbangan Matematik terhadap jantina serta mengkaji hubungan antara pemboleh ubah kebimbangan Matematik dengan tahap pencapaian Matematik Tambahan pelajar. Kaedah persampelan rawak sistematik telah digunakan untuk mendapatkan 69 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan sebagai responden kajian. Kajian ini menggunakan kaedah tinjauan korelasi yang menggunakan soal-selidik sebagai instrument untuk mengumpul maklumat yang dikehendaki. Instrument yang digunakan dalam kajian ini adalah soal selidik efikasi kendiri dan kebimbangan Matematik (Mathematics self-efficacy and anxiety questionnaire) yang diambil daripada May (2009). Data yang diperoleh telah dianalisis menggunakan perisian statistik SPSS menggunakan analisis diskriptif untuk melihat tahap kebimbangan Matematik pelajar, dan ujian-t membandingkan min kebimbangan Matematik pelajar lelaki dan pelajar perempuan. Manakala analisis Korelasi Pearson telah digunakan untuk melihat hubungan antara kebimbangaan Matematik dengan pencapaian Matematik Tambahan pelajar. Dapatan kajian menunjukkan kebanyakan pelajar mempunyai tahap kebimbangan matematik yang sederhana. Tahap kebimbangan Matematik dalam kalangan pelajar lelaki didapati lebih tinggi dari tahap kebimbangan Matematik pelajar perempuan. Selain itu, terdapat hubungan positif terhadap pencapaian Matematik dengan pencapaian Matematik Tambahan pelajar yang terlibat. Kajian ini diharapkan dapat membantu penggubal polisi dalam merangka pelan tindakan untuk meningkatkan penguasaan Matematik di kalangan pelajar.Kata kunci: Kebimbangan Matematik, Matematik Tambahan, pemboleh ubah afektif, Jantina, Malaysia

scholarly journals Mathematics Anxiety and Prevention Strategy: To Support Students and Strengthen Mathematics Education in District Kangra of Himachal Pradesh

2021 ◽  
pp. 51-57
Author(s):  
Dr. Ashwani Kumar
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Structural Model ◽  
Rating Scale ◽  
Negative Relationship ◽  
Himachal Pradesh ◽  
Future Research ◽  
Negative Effects ◽  
Relationship Of

In the process of reaching a medium income country, science, mathematics and technology have become an emphasis of Ethiopia. But, currently, students’ interest to study mathematics and ability in mathematics is declining. This study therefore aimed to investigate the prevalence of mathematics anxiety and its effect on students’ current mathematics achievement. Additionally, by grounding on the literature, some strategies supposed to reduce the negative effects of math anxiety were identified for practice. The study was conducted on five randomly selected public secondary schools of district Kangra of Rural region in Himachal Pradesh. Math anxiety was measured using a validated instrument called Math Anxiety Rating Scale (MARS), whereas students’ current mathematics achievement was measured using achievement test. Structural model was developed to examine causal relationship of the variables treated in the study. The finding revealed that there was a significant negative relationship between mathematics anxiety and achievement. There was also a statistically significant gender difference in mathematics anxiety and current math achievement, with effect size small and typical respectively. Based on the findings of the study, imperative implication for practice and future research were made.

scholarly journals DIFFERENCES IN MATHEMATICS ANXIETY AND MATHEMATICS CONNECTION ABILITY IN GENDER PERSPECTIVE

2021 ◽  
Vol 3 (1) ◽  
pp. 52
Author(s):  
Mira Nofita Sari ◽  
Elda Herlina ◽  
Ummul Huda
Keyword(s):  
Mathematics Anxiety ◽  
Quantitative Methods ◽  
Math Anxiety ◽  
Female Students ◽  
Male And Female ◽  
Ability Tests ◽  
And Gender ◽  
And Mathematics ◽  
Mathematical Connection ◽  
Anxiety Questionnaire

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. 

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

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.

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

A Structural Model for Predicting Mathematics Achievement: Its Relation with Anxiety and Self-Concept in Mathematics

2000 ◽  
Vol 86 (3) ◽  
pp. 835-847 ◽  
Author(s):  
Maher M. Abu-Hilal
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Structural Model ◽  
Structural Equations ◽  
Self Concept ◽  
Path Coefficient ◽  
School Students ◽  
Al Ain ◽  
Proposed Model ◽  
School Records

This study proposed and tested a model of mathematics achievement and its relations to antecedent and subsequent factors using structural equations modeling. A sample of elementary school students in Al-Ain school district ( n = 394) completed an Arabic version of the Self-description Questionnaire as well as a questionnaire measuring their perception of the importance of mathematics, anxiety about it, and the amount of effort they exerted in studying. Mathematics grades were obtained from the official school records. Importance and effort were positively related to achievement which in turn had a positive path coefficient to self-concept and a negative path to anxiety. The hypothesized model explained 40%, 64%, and 73% of the variance in achievement, self-concept, and anxiety, respectively. The results can be interpreted as indicating that achievement is an important outcome and antecedent construct within the proposed model.

scholarly journals Management of Mathematics Anxiety through Behaviour Modification, Super brain Yoga and JPMR in Ninth Standard Student

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Rajesh Ganesan ◽  
Pankaj Singh
Keyword(s):  
Information Processing ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Rating Scale ◽  
Emotional Reactions ◽  
Progressive Muscle Relaxation ◽  
Hemispheric Dominance ◽  
Human Information Processing ◽  
Behaviour Modification ◽  
The Brain

Mathematics Anxiety is an irrational fear of Mathematics. Mathematics Anxiety is defined as “the presence of a syndrome of emotional reactions to arithmetic and mathematics” (Dreger & Aiken, 1957, p.344). It creates a feeling of tension, apprehension, or fear that interferes with performance in Mathematics and also results in ‘Mathematics-Avoidance’. Further, ‘Mathematics-Avoidance’ leads to less competency, exposure and practice of Mathematics, leaving students more anxious and mathematically, unprepared to achieve. Math anxiety is a learned response that inhibits cognitive performance in the math classroom. It is widespread among students from elementary age through college. Students suffering from math anxiety have difficulty performing calculations and maintaining a positive outlook on mathematics. Math anxiety is the result of a cycle of math avoidance that begins with negative experiences regarding mathematics. These students avoid Mathematic courses and tend to feel negative towards Mathematics and this also affects student’s overall confidence level. However, Behaviour Modification techniques have proven instruments that can reduce various types of anxieties and Super Brain Yoga for improving integration of the brain. This is a case study of a student of IX standard, Kendriya Vidalaya, Who was referred by his Mathematics teacher and parent complaining that the student becomes anxious whenever he encounters Mathematic problems. After taking Math autobiography it was revealed that the anxiety began due to harsh handling by father while teaching Mathematics. Students score in recent Mathematic exam was noted very low i.e 12/40. His Mathematics Anxiety was assessed by using Suri, Monroe and Koc’s (2012) short Mathematics Anxiety Rating Scale. Student’s hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). This student was treated with Behaviour Modification techniques and Super Brain Yoga for six weeks. Interventions used are: (i) Reduction of Rate of Breathing (Ganesan, 2012). (ii) Jacobson Progressive Muscle Relaxation (Jacobson, 1938) (iii) Laughter Technique (Ganesan, 2008b). (iv) Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008a). (v) Super Brain Yoga (Sui, 2005). The anxiety level and performance in Mathematics exam was reassessed after six weeks. Results showed that Mathematics Anxiety was significantly reduced (60 to 20, 40%) and he performed better in the Mathematics exam (12/40 to 24/40, 30%). After reassessing student on Human Information Processing Survey by Taggart and Torrance (1984), it was found that student’s dominant information processing mode was ‘Integrated’ and this shows that Behaviour Modification techniques and Super Brain Yoga are efficient in treating Mathematics Anxiety.

scholarly journals Mathematics Anxiety in Pre-Service Elementary Teachers and its Impact on their Teaching

2019 ◽  
Author(s):  
Anita Basso
Keyword(s):  
Elementary Teachers ◽  
Gender Stereotypes ◽  
Teaching Methods ◽  
Mathematics Anxiety ◽  
Teaching Practices ◽  
Math Anxiety ◽  
Traditional Teaching ◽  
Traditional Teaching Methods ◽  
The Impact ◽  
The Relationship

Anxiety in pre-service elementary teachers (PSETs) often affects their views of mathematics as well as the practices and teaching methods they choose to use. Due to this, many PSETs often choose to use traditional teaching methods in the classroom which can have counteractive effects on their math anxiety (Harper & Daane, 1998; Olson & Stoehr, 2019; Tooke & Lindstrom, 1998). The goal of this paper is to better comprehend and discover the ways in which math anxiety in PSETs impacts their teaching and whether there are ways to limit these negative emotions about mathematics. Much of the research on this topic look at either PSETs’ beliefs/views or their teaching practices. The focus of this paper will be to analyze the relationship between their beliefs/views and their teaching such to look at how one influences the other or if they have a symbiotic relationship as well as looking at how one’s individual psychology influences these beliefs/views. Using a symbolic interactionist lens, the arguments provide evidence from the literature that looks at the relationships between people and others. Moreover, in touching upon these relationships, this paper also delves into gender issues and stereotypes that have influenced these relationships. The implications of this paper deal primarily with the impact of gender stereotypes on teaching and anxiety as well as what teaching practices are most favourable when looking at reducing anxiety levels in PSETs.

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