Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G)

Schillinger, Frieder L.; Vogel, Stephan; Diedrich, Jennifer; Grabner, Roland H.

doi:10.1016/j.lindif.2017.11.014

Cited by 63 publications

(73 citation statements)

References 40 publications

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“…Thus, the nondifference encountered in this study just reflects this overweighting. Between these two explanations, the most probable is the former, given: (a) the breadth of research on college students with various majors (Hembree, 1990), and (b) the known differences in college majors with those in the social sciences (including psychology) having higher levels of math anxiety (Hembree, 1990;Schillinger, Vogel, Diedrich, & Grabner, 2018).…”

Section: Discussionmentioning

confidence: 99%

Preservice School Counselors’ Math Anxiety and Worst Math Experiences

Gk¹,

Dykeman²

2019

Preprint

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Almost two decades have passed since Jackson and Leffingwell’s (1999) influential article on math anxiety and worst math experiences in preservice school teachers appeared in print. No studies examining these issues with school counselors exist. The present study represents a partial replication of the original study with 70 preservice school counselors. The participants were graduate-level preservice counselors at a public university on the west coast of the US. The six research questions that guided the study aimed to assess differences between the present study and (a) the original study, and (e) a Turkish replication of the original study. No statistically significant results were obtained comparing the original and present study. However, significant differences between the present study and the Turkish replication were encountered. Possible reasons for the obtained results were discussed along with the implications.

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Section: Discussionmentioning

confidence: 99%

Preservice School Counselors’ Math Anxiety and Worst Math Experiences

Gk¹,

Dykeman²

2019

Preprint

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“…Erfarenheter och forskning tyder på att många unga människor i Sverige ser matematik som något krångligt och kanske rentav tråkigt. Vissa studenter upplever stark osäkerhet inför matematik (math anxiety) (Schillinger et al, 2018) och att denna rädsla kan påverka akademiska resultat inom området (Wahid et al, 2014). I boken Learning to love math (Willis, 2010) beskrivs olika tillvägagångssätt som läraren kan använda sig av för att minska den oro och stress som studenter kan känna inför matematik och för att förändra bilden av något ointressant och svårt till något som de är mer bekväma med och uppskattar.…”

Section: Attityd Självkänsla Och Respektunclassified

Lärarens arbete mot utveckling av generiska färdigheter och variation i teknikvetenskaplig utbildning genom relationsskapande åtgärder

Leijon

Boström

2019

Högre utbildning

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För att upprätthålla en god pedagogisk nivå inom vissa utbildningsområden av teknikvetenskaper krävs steg mot förändring och nytänkande. Ett av de generella problemen inom teknikvetenskaper är behovet av att utbilda ingenjörer som även har generiska eller mjuka färdigheter för att möta dagens samhällsutmaningar, men att ingenjörsundervisning i stort främst odlar studenternas hårda färdigheter. I denna text diskuteras hur universitetslärare inom ingenjörsområden kan reflektera kring utveckling av generiska färdigheter med små medel och utifrån tankar kring mellanmänskligt relationsskapande. För att beskriva hur förändringsarbetet kan se ut genomförs en fallstudie av räknelektioner under kursen Kraftelektronik, 5 hp, som ges på avancerad nivå vid Uppsala universitet. Efter förändringsarbetet var en högre andel studenter ganska eller mycket nöjda med kraftelektronikkursen, och fler blev även godkända vid ordinarie tentamen än året innan. Dock uppfattade vissa studenter de nya lektionerna som sämre och mer ostrukturerade än andra lektioner. Materialet är indelat i olika kategorier som kan kopplas till övriga mellanmänskliga relationer och mjuka värden för att kontrastera mot en bild av hårda matematik- eller teknikstudier och för att inspirera till ett verkligt förändringsarbete.

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“…Works such as that of [14] showed that attitudes towards Mathematics in primary and secondary students are those that determine the degree of anxiety towards the subject and, therefore, when better attitudes are showed, lower levels of anxiety are shown. [15,16] studied the effect that Mathematical Anxiety has on performance and self-concept in Mathematics. [17] show significant differences in anxiety between men and women, with women being the most anxious when faced with mathematical tasks.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Math Anxiety and Perception of the Utility of Geometry in Primary Education in Prospective Teachers

Gutiérrez-Rubio¹,

León–Mantero²,

Maz–Machado³

et al. 2020

ujer

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Math Anxiety not only plays an important role in the academic performance of students but also has a significant influence on the methodology adopted by teachers. In this study, we examine the relationship between the levels of Math Anxiety of a group of prospective teachers and their opinions about the importance of Geometry in Primary Education. Abbreviated Math Anxiety Scale (AMAS) was applied to 152 students of the Primary Education Degree, along with open-ended questions on their opinions about the role of Geometry in Primary School. An internal consistency check and a factorial analysis were performed on AMAS data to obtain factors Math Learning Anxiety (MLE) and Math Evaluation Anxiety (MEA). The responses from the open-ended questions were categorized and classified into procedural or relational reasons. Results indicate a biased conception about what Geometry teaching should be. Procedural reasons are related to higher levels of Math Anxiety, being the MLE factor more correlated than MEA. Conversely, relational reasons are related to lower levels of such anxiety. Not all the reasons were correlated at the same level, and no differences between genders were observed in the reasons alleged. Results suggest that emotional factors in prospective teachers should be taken into account as they can induce a bias in their future didactic strategies.

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Math anxiety, intelligence, and performance in mathematics: Insights from the German adaptation of the Abbreviated Math Anxiety Scale (AMAS-G)

Cited by 63 publications

References 40 publications

Preservice School Counselors’ Math Anxiety and Worst Math Experiences

Preservice School Counselors’ Math Anxiety and Worst Math Experiences

Lärarens arbete mot utveckling av generiska färdigheter och variation i teknikvetenskaplig utbildning genom relationsskapande åtgärder

Relationship between Math Anxiety and Perception of the Utility of Geometry in Primary Education in Prospective Teachers

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