Math Anxiety and Mathematical Representations of Grade 7 Students

Escarez, Yno Ferdinand D.; Ching, Delon A.

doi:10.53378/352868

Cited by 7 publications

(6 citation statements)

References 21 publications

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“…On the other hand, students can be afraid of learning mathematics which develops as a fear of making mistakes. However, students have high anxiety about mathematics (Escarez Jr. & Ching, 2022). The study showed that involving students in estimating HLR DLTI with the AaL approach could reduce the fear of being late in learning mathematics by 53%.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

Rukli

Ma'rup

2022

Rand. Inter. Edu. Ling. Sci. J.

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According to Item Response Theory, the difficulty level is a characteristic of the test item. The difficulty level of the test items is a characteristic of the test items that are on a scale with the ability level parameter. However, this relationship has not been studied optimally, especially in students' interest and motivation in learning mathematics. This study examines the impact of student involvement in assessing the level of the difficulty test item on interest and motivation in learning mathematics with the approach of assessment as learning. The study involved 176 students from grade VII in SMP and MTs. High-level reasoning test items were adapted from TIMSS test items, while the interest and motivation instruments used a questionnaire. Data analysis used percentages and paired t test. The results showed the difference between before and after estimating the difficulty level test items to students' interest and motivation in learning mathematics. The interest and motivation of students in learning mathematics increased after estimating the level of difficulty of the test items. Therefore, to increase students' interest and motivation in learning mathematics, teachers can involve students in assessing the level of difficulty of the test items using the approach of assessment as learning.

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Section: Discussionmentioning

confidence: 99%

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

Rukli

Ma'rup

2022

Rand. Inter. Edu. Ling. Sci. J.

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“…Having higher interest levels has been observed to correspond with increased engagement in crucial cognitive processes such as attention, persistence, perceived competence, and utilization of effective learning strategies. These cognitive processes, in turn, have been identified as potential mediators and predictors of academic achievement [3,5,6,[9][10][11] .…”

Section: Introductionmentioning

confidence: 99%

Analyzing the level of interest of high school students in solving mathematical problems in the modular and face-to-face learning

Espartero,

Caldaza,

Prado

2024

Environ. Soc. Psychol.

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As schools continue to adjust to changing circumstances, it is essential to use strategies that not only help students learn, but also interest and inspire them. More effective and engaging learning experiences can be created with the use of knowledge on how different strategies affect students’ levels of interest. This quantitative study aimed to analyze the interest levels of students in solving mathematical problems as mediated by different teaching ideas/strategies i.e., with gamification, with graphic and visuals, and with digital resources. Likert-scale was used to code and assign weight for the questionnaire. Findings indicated that interest levels of students were high during distance learning because they can access online resources (e.g., search engines, YouTube, e-books) to be used for independent learning. In face-to-face classes, students reported high level of interest in solving mathematical problems if there are learning aids (e.g., graphs, pictures, charts) presented to them and access to online resources. As suggested, teaching strategies require teachers to focus more on visual and online-assisted learning to make students feel interested in solving mathematical problems and in learning mathematical concepts. The findings offered teachers an opportunity to integrate more on innovative teaching through adapting to resources which their students have access to. Such instructional direction required in-depth assessment to establish some novel instructional strategies that stimulate students to learn more.

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“…Despite the innovations made by the international and local education system, students still considered mathematics the most challenging subject (Escarez & Ching, 2022) specifically problem-solving (Nurjamaludin et al, 2021). This problem is evident in the Program for International Student Assessment (PISA) 2018, where the Philippines came in last place out of 79 countries in mathematics (OECD, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Realistic Mathematics Education Approach on Problem-Solving Skills of Students

Dinglasan¹,

Caraan²,

Ching³

2023

IJEMDS

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Mathematics is concerned with the method used in the teaching and learning process in addition to issues encountered in the cognitive domain. The Philippines’ education system is still dominated by traditional mathematics teaching, which frequently overlooks the goal of mathematics education—to prepare students to deal successfully with real-life situations. This affects the declining performance of the students in their overall mathematical ability, especially in problem-solving. Hence, this study utilized a pre-experimental design to measure the effectiveness of the Realistic Mathematics Education (RME) approach in the problem-solving skills of the students in terms of understanding the problem, devising a plan, carrying out the plan, and looking back. Furthermore, the cluster sampling technique was used in choosing thirty-five grade 9 students and evaluated their problem-solving ability using a pre-test and post-test assessments. Based on the result, there is a highly significant difference in the mean pre-test and post-test performance of the respondent before and after using the RME approach in all the four phases of problem-solving (p-value=0.000). This implies that the RME is an effective teaching approach that successfully improved the mathematical proficiency of the students, especially in all aspects of problem-solving skills. The findings verify that educators can use the RME approach to expose their students to more collaborative teaching-learning processes that incorporate real-world scenarios. Future researchers may also conduct a similar study in face-to-face learning to comprehensively use the RME approach.

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Math Anxiety and Mathematical Representations of Grade 7 Students

Cited by 7 publications

References 21 publications

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics

Analyzing the level of interest of high school students in solving mathematical problems in the modular and face-to-face learning

Effectiveness of Realistic Mathematics Education Approach on Problem-Solving Skills of Students

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