Instructional Interventions to Address Mathematics Anxiety in Sub-Saharan Africa: A Systematic Review (1980–2020)

Luneta, Kakoma; Sunzuma, Gladys

doi:10.1080/18146627.2023.2201660

Cited by 3 publications

(3 citation statements)

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“…Firstly, this strategy is based on a clear premise: each learner exhibits variations in cognitive abilities and mathematical anxiety ( Li et al, 2021 ). Research suggests that to effectively address specific problems encountered by learners in mathematical learning, intervention plans must consider the type and degree of learners’ cognitive impairments and the manifestation and severity of mathematical anxiety ( Luneta and Sunzuma, 2022 ). Therefore, intervention plans should be meticulously tailored to learners’ specific situations.…”

Section: Discussionmentioning

confidence: 99%

The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review

2023

Front. Psychol.

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IntroductionMathematics is a fundamental subject with significant implications in education and neuroscience. Understanding the cognitive processes underlying mathematical cognition is crucial for enhancing educational practices. However, mathematical cognitive impairment and anxiety significantly hinder learning and application in this field. This systematic literature review aims to investigate the neuroscience basis and effective educational interventions for these challenges.MethodsThe review involved a comprehensive screening of 62 research articles that meet the ESSA evidence levels from multiple databases. The selection criteria focused on studies employing various methodologies, including behavioral experiments and neuroimaging techniques, to explore the neuroscience underpinnings and educational interventions related to mathematical cognitive impairment and anxiety.ResultsThe review identified key themes and insights into the neuroscience basis of mathematical cognitive impairment and anxiety. It also examined their impact on educational practices, highlighting the interplay between cognitive processes and educational outcomes. The analysis of these studies revealed significant findings on how these impairments and anxieties manifest and can be addressed in educational settings.DiscussionThe review critically analyzes the shortcomings of existing research, noting gaps and limitations in current understanding and methodologies. It emphasizes the need for more comprehensive and diverse studies to better understand these phenomena. The discussion also suggests new directions and potential improvement strategies for future research, aiming to contribute to more effective educational interventions and enhanced learning experiences in mathematics.ConclusionThis systematic review provides valuable insights into the neuroscience basis of mathematical cognitive impairment and anxiety, offering a foundation for developing more effective educational strategies. It underscores the importance of continued research in this area to improve educational outcomes and support learners facing these challenges.

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Section: Discussionmentioning

confidence: 99%

The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review

2023

Front. Psychol.

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“…Firstly, this strategy is based on a clear premise: each learner exhibits variations in cognitive abilities and mathematical anxiety . Research suggests that to effectively address specific problems encountered by learners in mathematical learning, intervention plans must consider the type and degree of learners' cognitive impairments and the manifestation and severity of mathematical anxiety (Luneta and Sunzuma, 2022). Therefore, intervention plans should be meticulously tailored to learners' specific situations.…”

Section: Personalized Intervention Strategiesmentioning

confidence: 99%

Advances in the Contributions of Mathematics in the Field of Education and Psychology

Méndez,

Pedro Martínez-Ramón,

Lagos San Martín

et al. 2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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“…Son zamanlarda matematik kaygısının azaltılması üzerine yapılmış bilimsel araştırmalarda (Aliyu vd., 2023;Alkan, 2013;Amirnudin ve Saleh, 2020;Arslan, 2008;Asanjarani ve Zarebahramabadi, 2021;Atalay vd., 2017;Atoyebi ve Atoyebi, 2022a;Azizan vd., 2022;Balt vd., 2022;Barçın, 2019;Bekdemir, 2007;Bekdemir vd., 2004;Blyth, 2022;Bouzid vd., 2021;Brewster ve Miller, 2022Cengiz, 2017;Çoruk, 2015;Demir ve Durmaz, 2018;Deshwal vd., 2022;Dos Santos Carmo ve Crescenti, 2022;Ekici, 2008;Eray, 2022;Erginbaş, 2009;Fehintola, 2021;Fitriyah vd., 2022;Furner ve Duffy, 2022;Gabriel, 2022;Güzeller ve Akın, 2012;Hanifah vd., 2023;Hidayat ve Asmalah, 2022;Higgins vd., 2020;Horne, 2022;Hussein ve Csíkos, 2023;Ilahi vd., 2022;Ismail vd., 2022;Kamour ve Altakhayneh, 2021;Karakaş ve Ezentaş, 2020;Katipoğlu vd., 2017;Keskin, 2019;Kharis vd., 2023;Korucu, 2009;Lubis vd., 2022;Luby, 2022;Luneta ve Sunzuma,...…”

Section: Introductionmentioning

confidence: 99%

Matematik Öğretiminde Dijital Teknoloji Kullanımının Öğrencilerin Matematik Kaygısını Azaltmadaki Etkililiği: Bir Meta-Analiz

ÖZTOP

2023

Erciyes Journal of Education

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Yüksek düzeydeki matematik kaygısı öğrenciler için olumsuz bir faktör olarak görülmektedir. Bu bağlamda matematik kaygısının azaltılması için çalışmalar yapılmasının gerekliliği ortaya çıkmaktadır. Matematik kaygısının azaltılması için başvurulan yollardan biri öğretimde dijital teknoloji kullanımı olmuştur. Matematik öğretiminde dijital teknoloji kullanımının matematik kaygısı üzerindeki etkisine yönelik yapılan farklı çalışmalarda farklı bulgulara ulaşılmıştır. Bu çalışmalar bir araya getirilip incelenerek matematik öğretiminde dijital teknoloji kullanımının matematik kaygısını azaltmadaki etkililiği hakkında belirli bir fikir birliğine varılabilir. Bu araştırmanın amacı, meta–analiz yöntemini kullanarak matematik öğretiminde dijital teknoloji kullanımının matematik kaygısını azaltmadaki etkililiğini ortaya çıkarmaktır. Araştırmanın verileri belirlenen veri tabanlarında yapılan tarama sonucunda dâhil edilme ölçütlerini sağlayan 13 çalışmadan toplanmış ve bu çalışmalardan da 14 karşılaştırma incelenmiştir. Araştırma sadece Türkiye’de yapılan çalışmalarla sınırlıdır. Araştırma kapsamında incelenmek üzere belirlenen çalışmalara ilişkin veriler bir kodlama tablosu aracılığıyla kodlanmıştır. Verilerin analizinde Hedges’in g katsayısı esas alınmıştır. Veriler rastgele etkiler modeli temelinde ve Comprehensive Meta–Analysis Software (CMA) 3.0 programıyla analiz edilmiştir. Analizler sonucunda genel etki büyüklüğü g=-0.651 olarak bulunmuştur. Elde edilen bu bulgudan matematik öğretiminde dijital teknoloji kullanımının matematik kaygısını azaltmada orta düzeyde etkili olduğu çıkarılabilir. Yüksek düzeyde matematik kaygısına sahip olan öğrencilerin matematik eğitimine dijital araçların entegre edilmesi önerilebilir. Bu çalışma matematik kaygısının azaltılması için atılacak adımlara ışık tutması bakımından önemli görülmektedir.

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Instructional Interventions to Address Mathematics Anxiety in Sub-Saharan Africa: A Systematic Review (1980–2020)

Cited by 3 publications

References 38 publications

The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review

The neuroscience basis and educational interventions of mathematical cognitive impairment and anxiety: a systematic literature review

Advances in the Contributions of Mathematics in the Field of Education and Psychology

Matematik Öğretiminde Dijital Teknoloji Kullanımının Öğrencilerin Matematik Kaygısını Azaltmadaki Etkililiği: Bir Meta-Analiz

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