Anxiety toward Math: A Descriptive Analysis by Sociodemographic Variable

Larracilla-Salazar*, Nemesis; Moreno-García, Elena; Escalera-Chávez, Milka Elena

doi:10.12973/eu-jer.8.4.1039

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…There is enormous variability in terms of the emotions and feelings that people experience in different mathematical contexts. Sometimes, mathematics is perceived as a set of rules and disconnected numbers that must be memorised mechanically, which generates displeasure and discomfort among students [3]. This unfavourable perception of mathematics is significantly manifested in the results of the last Programme for International Student Assessment (PISA) test, focused on mathematical competence, where the skills of 15-yearold students are evaluated in various disciplines, and where anxiety and unfavourable perceptions impact student achievement [4].…”

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confidence: 99%

A Bibliometric Study on Mathematics Anxiety in Primary Education

Sagarduy,

Arrieta,

Antón

2024

Education Sciences

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Mathematics anxiety, stemming from negative perceptions and feelings of tension among students, significantly impacts academic outcomes and attitudes at all ages, starting from Primary Education. Thus, this study aimed to investigate the existing scientific literature on mathematics anxiety in this context. A bibliometric analysis was developed using the Core Collection of the Web of Science database, resulting in 360 scientific publications. The distribution of publications by journal, institution, country, and authorship, as well as the temporal evolution of them and the co-occurrence of keywords, was analysed and visualised through the SciMAT and VosViewer software. Findings reveal a growing interest in mathematics anxiety within the scientific community, particularly concerning its correlation with gender stereotypes and students’ mathematical perceptions at the primary level. Moreover, the distribution of publications highlights the United States as the primary contributor to this research, with a notable majority of distinguished female authors.

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Section: Introductionmentioning

confidence: 99%

A Bibliometric Study on Mathematics Anxiety in Primary Education

Sagarduy,

Arrieta,

Antón

2024

Education Sciences

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The PGBE Model for Building Students’ Mathematical Knowledge about Percentages

Mula¹,

Hodnik²

2020

EUROPEAN J ED RES

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<p>This research study presents the PGBE model for teaching and learning percentages with students of Grade 7 when their cognitive development enables the conceptual understanding of percentages as proportional statements, and offers the possibility for more effective matching of them with fractions and decimal numbers. The abbreviation PGBE presents the interrelation of the poster method and three instructional models through which different types of students’ mathematical knowledge about percentages can be built. Hence, P stands for the poster method through which the recognition of students’ previous knowledge about percentages can be done, G represents different grids that can be used for building concrete type of knowledge about them; B signifies the bar model for developing students’ proportional understanding of percentages, and E represents the extended bar model for fostering students’ principled-conceptual understanding of percentages. The effectiveness of the implementation of the PGBE model is assessed by organizing two cycles of piloting and conducting the experimental method with 263 students of ten Grade 7 classes. The results of the study show that the implementation of the PGBE model has had an impact on the learning of students, stimulating an in-depth learning and a long lasting knowledge about percentages for this cohort of students.</p>

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Comparative Analysis of National and International Educational Science Articles in Vietnam: Evidence from the Introduction, Methods, Results, and Discussion Structure

Trinh¹,

Tran²,

Nguyen³

et al. 2020

EUROPEAN J ED RES

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The introduction, methods, results, and discussion (IMRaD structure) is a structure used by many journals and publishers in its publications since the early twentieth century. This research aims to survey and analyze some prestigious Open Access journals in the field of educational science in the world and in Vietnam on the use of IMRaD structure in presenting research results. We selected 05 open journals with the highest IF in the 2018 Scopus list and 05 prestigious journals in this field in Vietnam to conduct analysis of the articles in the latest 03 issues of these journals. The results of the survey of manuscript draft requirements and the frequency of articles written according to the IMRaD structure of the above journals show that: the IMRaD structure is commonly used in the articles in the field of Educational science in the world. However, in Vietnam, there is no journal that fully meets the contents compared to the basic IMRaD structure. The analysis of the content of articles published in journals in Vietnam shows that the weakest point of the researches is that the research methodology section is almost absent. Finally, we propose some solutions to improve scientific editing in Educational science journals in Vietnam to meet international publishing standards.

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Anxiety toward Math: A Descriptive Analysis by Sociodemographic Variable

Cited by 3 publications

References 20 publications

A Bibliometric Study on Mathematics Anxiety in Primary Education

A Bibliometric Study on Mathematics Anxiety in Primary Education

The PGBE Model for Building Students’ Mathematical Knowledge about Percentages

Comparative Analysis of National and International Educational Science Articles in Vietnam: Evidence from the Introduction, Methods, Results, and Discussion Structure

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