Factors causing Mathematics Anxiety of Senior High School Students in Calculus

Aldrin John J. Estonanto, Ryan V. Dio

Abstract


Mathematics anxiety impacts to the learner tremendously especially his scholastic performance, mastery of learning competencies and skills, and even the career choice. This study investigated the different factors causing mathematics anxiety in Calculus of senior high school students. The research design employed was mixed method. Qualitative techniques were used in determining the factors that caused the anxiety of the participants and descriptive design in determining the anxiety level of the students. The study was conducted in five (5) senior high schools offering Science, Technology, Engineering and Mathematics (STEM) Strand in a province in the Southern Luzon, Philippines. Sixty- nine(69) participants took the Mathematic Anxiety Inventory (MAI) developed by Plake and Parker. The results revealed that almost all of the participants have either high or moderate mathematics anxiety level. The paper concludes that the abstract mathematical concepts of Calculus, the teaching style and attitude of the teacher, and the poor comprehension and analytical skills of the students were the major factors that caused the mathematics anxiety of the participants.

 


Keywords


mathematics anxiety, factors, calculus, senior high school, STEM strand

Full Text:

PDF

References


• Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11 (5), 181−185.

• Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology, 130 (2), 224−237.

• Ashcraft, MH. & Krause, J.A. (2007). Working Memory, Math performance, and Math Anxiety, Psychonomic Bulletin & and Review, 14(2), 243-248

• Ausubel, D.P. (1977).The Facilitation of meaningful verbal learning in the classroom. Educational Psychologist. 12 (2), 162- 178. Retrieved from https://doi.org/10.1080/00461527709529171

• Burns, M. (1998). Math facing an American phobia. Sausalito, CA: Math Solutions Publications.

• Cemen, P.B. (1987). The nature of mathematics anxiety. (Report No. SE 048 689). Stillwater, OK: Oklahoma State University. (ERIC Document Reproduction Service No. ED 287 729).

• Chapin, S. H., O’Connor, C., & Anderson, N. C. (2003). Classroom discussions: Using math talk to help students learn. Sausalito, CA: Math Solutions Publications.

• Constructivist. (2013). Constructivist Teaching Methods. Retrieved from: http://en.wikipedia.org/wiki/Constructivist_teaching_methods

• Curtain, M. (1999).How to Reduce Math Anxiety in the Classroom at Work and in Everyday Personal Use. New York: Paperback.

• Das, Ranjan & Das Gunendra C. (2013). Math Anxiety: The Poor Problem Solving Factor in School Mathematics. International Journal of Scientific and Research Publications, Vol. 3, Issue 4, April 2013. ISSN 2250- 3153.

• Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, 1-9. doi:10.1186/1744-9081-8-33

• Dewey, J. (1938). Experience and education. New York: Simon & Schuster.

• Estonanto, A. J. (2017). Impact of Math Anxiety on Academic Performance in Pre-Calculus of Senior High School. Liceo Journal of Higher Education. Liceo de Cagayan University. 13(2), 102-119.

• Fennema, E., & Sherman, J. (1977). Sex-related differences in mathematicsachievement, spatial visualization, and affective factors. American Educational Research Journal, 14, 51-7.

• Finlayson, Maureen. (2014). Addressing Math Anxiety in the Classroom. Improving Schools, Vol. 17 (1) 99- 115. Cape Breton University, Canada.

• Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom. Journalof Instructional Psychology, 37(1). Retrieved from http://www.faqs.org/periodicals/201003/2011820081.html.

• Hackworth, R. D. (1992): Math anxiety reduction. Clearwater, FL: H&H Publishing.

• Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33–46.

• Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Wearne, D., Murray, H., Olivier, A., & Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.

• Jackson, E. (2008). Mathematics Anxiety in Student Teachers. Practitioner Research in Higher Education, 2(1), 36-42.

• Jain, S. & Dowson, M. (2009).Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy. Contemporary Educational Psychology, 34(3), 240- 249.

• Kabiri, M. , et.al. (2004). The Role of Self- efficacy, Anxiety,Attitudes and Previous math Achievement in Students’ Math Performance. Proceedings of the 3rd International SELF Research Conference, Self-concept,Motivation and Identity: Where to fromhere? Berlin,4-7.July 2004.

• Lee- Chua, Queena N. (2005). Developing a Problem- Solving Culture in the Philippines. Ateneo de Manila University.

• Legg, A.M., & Locker, L. (2009). Math Performance and its Relationship to Math Anxiety and Metacognition. North American Journal of Psychology, 11(3).

• Le Moyne College. 2003. Academic Support Center, Retrieved from http://www.lemoyne.edu/academicadvisement/a cademicsupportcenter/mathanx.htm

• Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30, 520–540.

• Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28, 26-47.

• Ma, X., & Xu, J. (2004). The causal ordering of mathematics anxiety and mathematics achievement: A longitudinal panel analysis. Journal of Adolescence, 27 (2), 165−180.

• Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37, 591−606.

• Mission College. (2009). Overcoming Math Anxiety. Santa Clara, CA. Retrieved from http://salsa.missioncollege. org/mss/stories/storyReader$9.

• National Council of Teachers for Mathematics (1995). Assessment standards for school mathematics. Reston, Va.

• Newstead, K. (1995). Comparison of young children’s mathematics anxiety across different teaching approaches. Unpublished Doctoral dissertation, Cambridge University.

• Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124–139.

• Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York: Basic Books, Inc.

• Plaisance, D.V. (2009). A Teacher’s Quick Guide to Understanding Mathematics Anxiety. Louisiana Association of Teachers of Mathematics Journal, 6(1). Retrieved from http://www.lamath.org/journal/vol6no1/ anxiety_guide.pdf.

• Plake, B.S., Parker, C.S. (1982 ). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42:551–557.

• Popham, W. J. (2008). Timed tests for tykes? Educational Leadership, 65(8), 86-87.

• Rameau, P., & Louime, C. (2007). Mathematics Phobia: Are the mathematical sciences a Pothole in the road of life? Indian Academy of Sciences.

• Randhawa, B.S., et.al. (1993). Role of Mathematics Self- efficacy in the Structural Model of Mathematics Achievement. Journal of Educational Psychology, 85, 41- 48.

• Richardson, F. C., Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19 (6), 551-554.

• Scarpello, G. (2007). Helping Students Get Past Math Anxiety. Connecting Education and Careers,82(6), 34-35.

• Skemp, R.R. (1986). The psychology of learning mathematics Penguin, Harmondsworth.

• Stuart, V. B. (2000). Math curse or math anxiety? Teaching Children Mathematics, 6(5), 330.

• Suinn, R.M. & Richardson, F.C. (1972). The Mathematics Anxiety Rating Scale: Psychometric Data. Journal of Counseling Psychology. 19, 39-47.

• Sun, Y., & Pyzdrowski, L. (2009). Using Technology as a Tool to Reduce Mathematics Anxiety. The Journal of Human Resource and Adult Learning, 5(2), 38-44.

• Sutter, C.M. (2006). The Anxiety Levels and Perceptions of Mathematics Learners from a Midwestern Technical College on Selected Classroom Climate Factors in Mitigating the Effects of Math Anxiety. University of Wisconsin Stout. Retrieved from http://www. uwstout. edu/lib/thesis/2006.

• Thilmany, J. (2004). Beating math anxiety. Mechanical Engineering, 126(12), 18-18.

• Thirteen Ed Online (2004). Constructivism as a paradigm for teaching and learning. Retrieved from: http: //www. thirteen.org/edonline/concept2class/ constructivism/index.html

• Tobias, (1993): Overcoming Math Anxiety. New York: w.w. Norton & Company.

• Tobias, S. & Weissbrod, C. (1980): Anxiety and Mathematics: an update, Harvard Educational review, 50(1), 63-70

• Tobias, S. (1998). Anxiety and mathematics. Harvard Education Review. 50, 63-70.

• Tsui, J. M., & Mazzocco, M. M. M. (2007). Effects of math anxiety and perfectionism on timed versus untimed math testing in mathematically gifted sixth graders. Roeper Review, 29(2), 132-139.

• Turner, J. C., Meyer, D. K., Anderman, E. M., Midgley, C., Gheen, M., Yongjin Kang, etal. (2002). The classroom environment and students’ reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88.

• Van, de, Walle, J. A., Folk, S., Karp, K. S., & Bay-Williams, J. M. (2014 [2006]). Elementary and middle school mathematics: Teaching developmentally. Toronto: Pearson Canada Inc.

• Wigfield, A., & Meece, J. L. (1988). Matha nxietyi n elementarya nd secondarys chool students. Journalof Educational Psychology, 80, 210-216.

• Woodard, T. (2004). The Effects of Math Anxiety on Post-Secondary Development Students as Related to Achievement, Gender, and Age. Inquiry, 9(1). ERIC Document Reproduction Service No. EJ876845.

• Zemelman, S., Daniels, H., & Hyde, A. (1998). Best practice: New standards for teaching and learning in America’s schools (2nd ed.). Portsmouth, NH: Heinemann.




DOI: https://doi.org/10.24203/ajeel.v7i1.5701

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Asian Journal of Education and e-Learning

Creative Commons License
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.