The relationship between middle school students’ mathematics anxiety and their mathematical understanding

Kaba, Yasemin; Şengül, Sare

doi:10.14527/pegegog.2018.023

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…These somehow help them perform better during any mathematics activities in class that would include solving mathematical problems or tasks and, in quizzes, tests or examinations. This correlation is supported by Kaba and Sengul (2018) that revealed mathematics anxiety makes students learn better and possibly increase their mathematics achievement. This is also aligned with findings by Yahya and Amir (2018) in which mathematics anxiety are positively correlated with performances.…”

Section: Discussionmentioning

confidence: 62%

The Relationship of Affective Factors in Mathematics Learning Amid Pandemic Covid-19

Rahim¹,

Kamrozzaman²,

Taha³

et al. 2023

IJARPED

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Although mathematics is commonly viewed as cognitive discipline, the affective factors in mathematics learning should not be neglected especially when it comes to learning amid pandemic Covid-19. Undoubtedly this pandemic emergency has caused many uncertainties in students and has affected their mathematics achievement. Thus, this quantitative correlational study aims to investigate the relationship between the affective factors such as mathematics anxiety, attitudes towards mathematics and mathematics self-efficacy towards mathematics achievement among secondary school students amid pandemic Covid-19. To examine the relationship between the variables, survey questionnaires were constructed to collect data through snowball sampling. The questionnaires were distributed to closest acquaintances and shared via link at messaging applications to students from few different schools who currently attending their secondary level within Puchong area. A total of 81 respondents from the questionnaires. The items used to measure the variables chosen are within a high internal consistency range (𝛼 ≥ 0.9), such as mathematics anxiety (0.921), attitude towards mathematics (0.915) and mathematics self-efficacy (0.932). Mathematics achievements were measured through self-reported grade by the students. The data obtained is then analysed through Pearson correlation analysis through the Statistical Package of Social Science, SPSS. Result revealed that there were moderate positive relationships between all three affective factors chosen with mathematics achievement (𝑟 = 0.4 < 𝑟 ≤ 0.59, 𝑝 < 0.01) such as mathematics anxiety (0.524), attitudes towards mathematics (0.426), mathematics self-efficacy (0.502). These results suggest that high in the affective factors result in high mathematics achievement and vice versa.

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Section: Discussionmentioning

confidence: 62%

The Relationship of Affective Factors in Mathematics Learning Amid Pandemic Covid-19

Rahim¹,

Kamrozzaman²,

Taha³

et al. 2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…Os resultados desta RIL, na íntegra, encontram-se publicados no artigo "As Tecnologias Digitais de Informação e Comunicação e o Ensino-aprendizagem de Matemática: uma revisão integrativa" (Pillon et al, 2021). Além destes tópicos, um dos termos que chamou a atenção foi "ansiedade matemática" apresentado e discutido no estudo The relationship between middle school students mathematics anxiety and their mathematical understanding (Kaba;Şengül, 2018) Neste estudo os autores pesquisaram sobre a tecnologia educacional adaptativa utilizada por intermédio de painéis do professor. Os resultados mostraram que as análises de aprendizagem obtidas através destes painéis influenciam as suas ações pedagógicas nas atividades diárias em sala de aula e, podem iniciar mudanças de comportamento nas práticas de ensino.…”

Section: Apresentação Análise E Discussão Dos Resultadosunclassified

A aprendizagem da matemática nos anos finais do ensino fundamental em Florianópolis

Pillon,

Galvão Filho,

Ulbricht

et al. 2023

OLEL

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No presente artigo apresenta-se uma pesquisa que investigou o processo ensino-aprendizagem da matemática nos anos finais do ensino fundamental. Inicialmente foram realizadas duas revisões integrativas da literatura e, após, foi efetivada uma pesquisa de campo junto a estudantes e professores das escolas municipais de Florianópolis. A pesquisa, caracterizada como descritiva e qualitativa, utilizou além da revisão integrativa, observações participantes e entrevistas semiestruturadas. Em observância ao uso das TDIC’s para a aprendizagem da matemática as revisões revelaram que o aumento gradativo desta utilização vinha sendo apontado como positivo. Contudo, na pesquisa de campo identificou-se que, para a maioria dos participantes, no momento em que os dados foram coletados, as tecnologias ainda não participavam ativamente deste processo. Como demais achados nesta etapa salienta-se ainda que, para estes estudantes, a matemática foi citada como uma das disciplinas com maior “facilidade” de compreensão. Ademais, os mesmos apontaram as “frações” como sendo o conteúdo de maior dificuldade de entendimento. Tais resultados podem ser considerados contribuintes à reflexão sobre o uso das tecnologias ou, ainda, as metodologias utilizadas e as dificuldades apontadas no ensino de frações, informações que podem aprimorar sobremaneira a práxis educacional da matemática.

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“…Understanding mathematics is a challenge for many university students, as mathematics often involves abstract concepts that can be difficult to visualize or relate to real-world situations [1]. For this reason, many university students perceive the mathematics course as a difficult subject, with difficulties often attributed to a lack of preparation, practice and knowledge that would give the student the ability to solve a mathematical problem [2]. This ability should not only focus on the ability to solve a problem as a tool to practice procedures [3] but should become the means to connect mathematical work to everyday life by contextualizing the content through real problems that arise in everyday academic and professional situations [4].…”

Section: Introductionmentioning

confidence: 99%

Changing Mathematical Paradigms at the University Level: Feedback from a Flipped Classroom at a Peruvian University

Beltozar-Clemente,

Iparraguirre-Villanueva,

Zapata-Paulini

et al. 2023

Int. J. Eng. Ped.

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The university-level mathematics teaching adopted by many professors is still a traditional classroom, and many students’ perception of mathematics is that it is a complicated subject. The operationality of the flipped classroom proposal implemented at a university has a potential that can be used to change the perception that university students and teachers have towards the mathematics course, as well as to change the methodology of many teachers on how they teach their courses in the classroom. This research is the result of the implementation of the flipped classroom methodology in the basic mathematics course that is part of the professional careers of the engineering faculty of a Peruvian university. The aim of this study was to analyze the impact of applying the flipped classroom on academic results and attitudes towards mathematics, with an experimental group of 227 students and a control group of 215 students. The academic results were measured at each of the stages indicated in the course syllabus, T1, partial exam, T2 and final exam; attitudes towards mathematics were also assessed at cognitive, procedural and affective levels at the end of the university semester. The Kolmogorov-Smirnov normality test was applied and yielded a value of p = 0.00, indicating that the grades obtained by the students did not follow a normal distribution. With the data obtained, the Mann-Whitney U test was performed, obtaining a p = 0.00 value (α = 0,052 tails). p < α makes us conclude that there are statistically significant differences between the scores of the experimental group compared to the control group. The results show a significant improvement in the academic performance and positive attitudes of students who took the course using the flipped classroom compared to those who did not use this methodology.

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The relationship between middle school students’ mathematics anxiety and their mathematical understanding

Cited by 11 publications

References 28 publications

The Relationship of Affective Factors in Mathematics Learning Amid Pandemic Covid-19

The Relationship of Affective Factors in Mathematics Learning Amid Pandemic Covid-19

A aprendizagem da matemática nos anos finais do ensino fundamental em Florianópolis

Changing Mathematical Paradigms at the University Level: Feedback from a Flipped Classroom at a Peruvian University

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