Professional Documents
Culture Documents
Introduction
“I’m not good at math”, “I hate math” or “math is too hard” are
[NCTM], 1991). Where do these attitudes and beliefs come from? Can they
Math Anxiety
may prevent students from pursuing higher-level math courses and HO,
Senturk, Lam, Zimmer, Hong, Okamoto, Chui, Nakazawa, & Wang (2000,
as their less anxious colleagues (Ho et al., 2000). Several studies have
Causes of Negative 2
tension, dread, fear) and cognitive (worry) (Meece, Wigfield, & Eccles,
sixth grade students from China (211, 92 girls and 119 boys), Taiwan (214,
106 girls and 108 boys), and the United States (246, 111 girls and 135
boys). The focus in this study was to address the differential predictions of
contained items in the cognitive and affective dimensions. For the math
with reliability coefficient of .82. One third of the items were from
textbooks, one-third from another cross-national study, and the other third
Cognitive anxiety was inconsistent across the samples. China and U.S.
samples were not significant, whereas, Taiwan had significant and positive
showed only Taiwan had significant effect with girls having higher affective
anxiety (p<.05). Taiwanese and U.S. girls had higher cognitive anxiety
(p<.05) than Taiwanese and U.S. boys. Gender differences in China were
were not significant. The results suggest that the affective factors of math
that the affective dimension of math anxiety correlates more strongly with
had two goals; to identify important predictors of math anxiety and assess
the predictive influence math anxiety has on enrollment plans. The sample
middle-class suburban communities. The 7th and 8th grade students were
in the spring of year one and two. The Student Attitude Survey (SAQ) was
difficulty in both math and English, and several other items. Most items
were assessed using two or more 7 point Likert scale items. Predictor
variables were divided into three factors. The perceived math ability
ability and how well they were doing in math. The expectancies measure
consists of two items asking students how well they expected to do in their
students to rate how important it is for them to do well at math and to get
good grades. The SAQ also includes an item asking students to indicate
whether they would take more math classes in the future if they were not
from school records. The final grade for each year was used. The study
than math anxiety. Their findings also support the idea that it is the
the group of high anxiety into the group of low anxiety would be
from the 50th percentile to the 71st percentile” (Ma, 1999, p. 528). This
Cates & Rymer (2003) conducted a study that builds on MA’s (1999)
psychology. They were given the FSMAS (a mathematics anxiety test) and
divided into a low anxiety group and a high anxiety group. These groups
Causes of Negative 6
were then given a timed math probe with multiple operations including
and low anxiety groups. “Students with lower anxiety completed more
digits correct per minute an all probes. There was no significant difference
in error rates between high and low anxiety groups. Both groups were
p 30). These results suggest that fluency in math may be more related to
math anxiety than overall performance. In other words, math anxiety may
progress through high school and classes become more complex their
Motivation
or desire of the student to engage in learning "for its own sake” (Middleton
and sophomores from two suburban high schools. From the 108 students,
was measured using the Experience Sampling Method (ESM). This method
provides the subject a pager and throughout the day whenever the subject
is signaled they fill out the questionnaire. Semester grades were used as
ability, better grades for the first four years, and a higher course level than
those talented in other subjects. The results clearly indicate that interest
Schiefele & Csikszentmihalyi, 1995), for example, found that teachers tend
mathematics.
mathematics course that year. All of the students had taken the two
required and any elective high school mathematics in the same high
school. “One teacher taught most of these courses. When interviewed, this
(envisioning how activities fit into the big picture), alignment (how the
Causes of Negative 9
curriculum fits with future plans), and nature (abilities we’re born with).
From the interviews, the social learning theory, and previous studies
conclusions are drawn about how the four faces impact a students’
a ‘math person.’ Students may mistakenly believe that they are unable to
good at math, but scientific evidence does not support these ideas”
must discount the nature face and build on the other three faces of
could have working professionals to visit the classes and share how they
Stipek, Salmon, Givvin, & Kazemi (1998) ask the question: What are
area. Three groups were formed. Two groups had expressed a commitment
reforms. The third group taught using standard methods and textbooks
videotaped for at least two periods and evaluated for teaching practices
and after the fractions unit. The effects on student motivation based on
enjoyment (p<.05) with the positive affective practices of the teacher. The
refers to the teacher giving timely and substantive feedback and focuses
on improvement and mastery over grades. The study suggests that the
Jaime Escalante, the real-life hero of the film Stand and Deliver,
insists that he must teach his students for three years if they are to
and trust with each student. He shows steady concern for the
how their home lives are going, what jobs and sports they
participate in. This attitude and effort that accompanies it are part of
when they have low moments (as we all do), students will often
developed early, are highly stable over time, and are influenced greatly by
82)
1983, p. 20). Maple and Stage (as cited in Schiefele & Csikszentmihalyi,
environment.
how student attitudes changed from middle school to high school. Data
cause more good than harm). The findings show that mathematical beliefs
positive with regard to their attitude toward mathematics and their beliefs
teacher push and positive peer influence. Parental push was also a
and suggestions such as: “If teachers hold high expectations and present
on the values that are portrayed in the classroom and on how students
view mathematics and its usefulness” (p. 59). Supporting positive peer
indication that junior high may be the most important period for students
achievement.
Summary
It is clear from the research reviewed that math anxiety, motivation, and
attitude all play important roles in whether or not students will pursue
environment, and create interest in the mathematics field are just a few. In
any case, the affective environment can play a large role in reversing the
Bibliography
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Ma, X., & Kishor N. (1997). Assessing the relationship between attitude to-
Meece, J., Wigfield, A., Eccles, J. (1990). Predictors of math anxiety and its
base.
http://my.nctm.org/standards/previous/ProfStds/NextSteps.htm
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Stipek, D., Salmon, J., Givvin, K., Kazemi, E., Saxe, G., & MacGyvers, V.,
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Suinn, R., & Richardson, F., (1972). The mathematics anxiety rating scale:
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