Motivation and mathematics anxiety both impact student achievement in the early grades. However, few if any studies have examined the patterns of kindergarten students' motivation and mathematics anxiety and their associations with teachers’ practices and student demographics. In this study, I investigate both these issues. Specifically, using a diverse sample of 355 students from 24 kindergarten classrooms, I examined (a) whether there were distinct profiles of motivation and mathematics anxiety among students and (b) the associations between student profiles and teachers’ practices. Using cluster analysis, I identified three student profiles. The largest student profile (52.4%) demonstrated a positive pattern of High Motivation and Low Anxiety; whereas two other profiles had smaller numbers of students reporting negative outcomes: Low Motivation and Moderate Anxiety (32.3%) and Moderate Motivation and High Anxiety (15.3%). Student profiles were associated with students’ socioeconomic status and race. Students of distinct profiles differed significantly on their reports of mathematics motivation, mathematics anxiety, and performance on mathematics achievement – measured by standardized tests. In addition, teachers’ ratings of student motivation for mathematics were significantly different across student profiles.<br><div>To investigate the associations between teacher practices and student outcomes, I purposively selected six teachers based on a combination of multiple criteria and rated their mathematics lessons by using the Classroom Assessment Scoring System (Pianta et al., 2008). Three teachers with high concentrations of students reporting positive outcomes had more positive ratings across the domains of Emotional Support, Classroom Organization, and Instructional Support, compared to the other three teachers with high percentages of students reporting negative outcomes. I compared descriptions of teacher practices between the two groups of teachers to illustrate associations between teacher practices and student outcomes. Implications for mathematics instruction in the early elementary grades are discussed.<br></div>

Skolans uppdrag är att säkerhetsställa att alla elever har samma möjligheter att tillgodogöra sig kunskap och därmed utvecklas. Alla elever lär sig på olika vis och har också behov av att visa sina kunskaper på olika sätt. Ur ett specialpedagogiskt perspektiv blir vår roll som speciallärare att arbeta för en tillgänglig lärmiljö, där vi också ser till att elever som är i särskilda utbildningsbehov i matematik får rätt förutsättningar att visa sina kunskaper. För att kunna genomföra ovanstående behövs kunskap om bedömningsformer utifrån ett elevperspektiv. Syftet med studien är därför att bidra med kunskap om elevers uppfattningar av skriftliga summativa bedömningssituationer, i synnerhet elever i särskilda utbildningsbehov i matematik, SUM, och hur bedömningssituationen påverkar deras möjligheter att visa sina kunskaper. Utifrån studiens syfte och frågeställningar genomfördes ett antal kvalitativa djupintervjuer som analyserades med hjälp av fenomenografin. Studiens empiri visar att elever generellt uppfattar summativa bedömningssituationer som stressande. Den visar också att vissa elever uppfattar att de får möjlighet att visa vad de kan. Elever i SUM däremot uppfattar situationen starkare, där stressen tar sig i uttryck i en negativ påverkan av arbetsminnet samt ger fysiska symptom såsom magont, illamående och huvudvärk. Slutsatsen som kan dras utifrån empirin är att elever i SUM påverkas i högre grad av summativa bedömningssituationer, vilket i sin tur leder till att de inte får rätt förutsättningar att visa sina kunskaper. Här blir vårt uppdrag som speciallärare att agera kvalificerad samtalspartner och rådgivare för att föra elevernas talan och se till att de får rätt förutsättningar att lyckas i skolan. / The mission of the school system is to ensure equal opportunities for all students to acquire knowledge and thereby develop. All students learn using different strategies and therefore have the need to demonstrate their knowledge in various ways. From a special education perspective, our role as special educators is to work towards an accessible learning environment, where we ensure that students with special educational needs in mathematics are provided with the right conditions to demonstrate their knowledge. To achieve this, knowledge of assessment methods from a student perspective is needed. The purpose of this study is to highlight students' perceptions, especially students with special educational needs in mathematics (SUM), and how summative assessment methods affect their opportunities to demonstrate knowledge. The study can contribute knowledge of opportunities and barriers based on the chosen assessment method. Based on the purpose of the study and the research questions, a number of qualitative in-depth interviews were conducted and analyzed using phenomenography. The study's empirical data shows that students generally perceive summative assessment situations as stressful. It also shows that some students perceive that they have an opportunity to show their knowledge. However, SUM students perceive the situation more deeply, with stress having a negative impact on working memory and causing physical symptoms such as stomachaches, nausea, and headaches. The conclusion drawn from the empirical data is that SUM students are more affected by summative assessment situations, which in turn means that they do not have the right conditions to demonstrate their knowledge. In this context, our role as special educators is to act as qualified conversation partners and advisors to advocate for students and ensure that they have the right conditions to succeed in school.

No description available.

Denna studie undersöker matematikångest ur ett lärarperspektiv och betonar dess påverkan på elevers lärande i grundskoleutbildningen. Studien strävar efter att fördjupa förståelsen för matematikångest genom att undersöka dess effekter och identifiera förebyggande åtgärder. Genom att identifiera dessa faktorer som bidrar till uppkomsten av matematikångest och dess inverkan på elevers förmåga att lära sig, erbjuder studien insikter för lärare, föräldrar och beslutsfattare. Metodiken inkluderar en enkätundersökning bland flera lärare på grundskolenivå, i syfte att samla in deras uppfattningar och strategier gällande matematikångest. Valet av metod i studien är en enkät med kvalitativa ansatser. Resultatet avslöjar en avsevärd påverkan av matematikångest på elevers engagemang, deltagande och prestationer i matematik. Lärarna framhävde vikten av positiv förstärkning, stödjande lärmiljöer och anpassade undervisningsmetoder som avgörande för att minska eller motverka matematikångest.  Slutsatserna från denna studie understryker behovet av att hantera matematikångest genom ett gemensamt engagemang från lärare, föräldrar och beslutfattare. Genom att skapa en lärandemiljö som prioriterar förståelse, tålamod och anpassade undervisningsmetoder, siktar studien på att skapa en mer gynnsam matematikundervisning. Ambitionen är att förbättra utbildningskvaliteten och främja elevers välbefinnande i matematikämnet.

Made available in DSpace on 2016-06-02T20:30:52Z (GMT). No. of bitstreams: 1 4291.pdf: 633055 bytes, checksum: c4dea2a6b9adac972c92be2074a6974a (MD5) Previous issue date: 2012-03-05 / Financiadora de Estudos e Projetos / The learning of mathematics has been characterized by aversion due to several failures in trying to learn its contents. Besides the traditional difficulties of learning mathematics, such as dyscalculia and acalculia, possibly related to organic and developmental disorders, the international literature has highlighted a new field of research: the mathematics anxiety. A phenomenon characterized by a specific set of unpleasant physiological reactions as well as cognitive and behavioral components which occur in the presence of simple or complex mathematical stimuli and contingencies of learning mathematics, or in contexts that require the use of mathematical repertoires. In Brazil, however, there are few studies about the identification of different degrees of math anxiety in students with different educational levels. In the analyzes of this study it was observed that the distribution of student responses is a normal distribution, which allowed the testing of medium and correlational tests. In addition, we observed a Cronbach's alpha coefficient, with a value of 0.900, which indicates that the instrument used is consistent. Thus, this study had as first objective to identify different degrees of math anxiety in elementary school students Cycle II (6th to 9th grade) and High School (1st, 2nd and 3rd grade) - correlating the variables gender, age, grade, public and private schools. The second objective was to identify which items of the scale typically generated high levels of anxiety, listed by the students. In Spearman correlation analysis, the results indicated a significant difference between the variables period (p = 0.005 and r = 0.084) and education system (p = 0.001 and r = -0.104) and there was no significant correlation between total scores and the variables age (p = 0.188 and r = -0.040), gender (p = 0.178 and r = -0.040), grade (p = 0.282 and r = -0.032), educational level (p = 0.503 3 r = 0.020). In the Student s t test and Anova, the analysis indicated a significant difference between the average of students responses in the variable education system (p = 0.001) and period (p = 0.018). No significant differences in the variables: gender (p = 0.104), instructional level (p = 0.476), grade (p = 0.154), age (p = 0.064). The results of the chi-square test indicated that high levels of anxiety occurred in 12 out of 24 scale situations and these situations indicated punishment or not, which involves the teaching methodologies as well as the individual learning of mathematics. / A aprendizagem da matemática tem se caracterizado pela aversão gerada em alunos em função dos diversos fracassos na tentativa de aprender seu conteúdo. Afora dificuldades de aprendizagem como discalculia e acalculia, ligadas possivelmente a distúrbios orgânicos e de desenvolvimento, a literatura internacional tem destacado um campo novo de investigação: a ansiedade à matemática. O fenômeno se caracteriza por um conjunto específico de reações fisiológicas desagradáveis, cognitivas e comportamentais diante de estímulos matemáticos simples ou complexos e diante de contingências de aprendizagem de matemática, ou em contextos que requisitam o uso de repertórios matemáticos. No Brasil, contudo, há poucos estudos acerca da identificação de diferentes graus de ansiedade à matemática em estudantes nos diferentes níveis de ensino. Nas análises deste estudo foi observado que a distribuição das respostas dos alunos é uma distribuição normal, o que possibilitou a realização dos testes de média e testes correlacionais. Além disso, também foi observado o coeficiente do alpha de Cronbach, com um valor de 0,900, o que aponta que o instrumento utilizado é consistente. Assim, este estudo teve como primeiro objetivo identificar diferentes graus de ansiedade à matemática em estudantes do Ensino Fundamental do Ciclo II (6º ao 9º ano) e Ensino Médio (1º, 2º e 3º anos) quando comparados os indicadores gênero; idade; série, rede pública e particular de ensino. O segundo objetivo foi identificar quais itens da escala estavam relacionados a altos graus de ansiedade, apontados pelos alunos. Nas análises de Correlação de Spearman, os resultados indicaram que houve diferença significativa entre as variáveis período (p = 0,005 e r = 0,084) e rede de ensino (p = 0,001 e r = -0,104) e não houve significância de correlação entre os escores totais e as variáveis idade (p = 0,188 e r = -0,040); gênero (p = 0,178e r = -0,040); série (p = 0,282 e r = -0,032); nível de ensino (p = 0,503 3 r = 0,020). Nos testes t de Student e Anova, as análises indicaram diferença significativa entre as médias de respostas dos alunos na variável rede de ensino (p= 0,001) e período (p = 0,018). Não houve diferença significativa nas variáveis: gênero (p = 0,104); nível de ensino (p = 0,476); série (p = 0,154); idade (p = 0,064). Os resultados do teste qui-quadrado indicaram que altos graus de ansiedade ocorrem em 12 das 24 situações da escala e estas situações sinalizam ou não punição, o que pode estar relacionado às metodologias de ensino empregadas e à história individual de aprendizagem da matemática.

Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-01-03T13:16:07Z No. of bitstreams: 1 TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-16T17:21:51Z (GMT) No. of bitstreams: 1 TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2017-01-16T17:22:04Z (GMT) No. of bitstreams: 1 TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5) / Made available in DSpace on 2017-01-16T17:22:13Z (GMT). No. of bitstreams: 1 TeseACM.pdf: 1747171 bytes, checksum: d5d56450329e9a9a208138faa6c9a898 (MD5) Previous issue date: 2016-10-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Mathematics anxiety is characterized by a specific set of unpleasant physiological, cognitive and behavioral reactions to any mathematical stimuli or mathematics learning contingencies. This paper had as a general objective to look for evidence of validity of assessment and intervention tools related to mathematics anxiety and to this end, the research was divided into two studies. The study part is intended to search for evidence of validity of the Mathematics Anxiety Scale (MAS). It is divided into three steps aiming in order to investigate the main objectives such as verify evidence of the inner structure of the MAS; check out correlations between high and low scores on the MAS and school performance in subject matters like mathematics, portuguese, history and geography; expand the application of the MAS in the South, Midwest and Northeast in Brazil and observe possible differences in average scores of mathematics anxiety in each region, taking into account students’ gender, school year (grades) and term. The second study aimed to verify the effectiveness of an intervention program to math anxiety and it was done in a single step. On the first study, the results in step 1, by Exploratory and Confirmatory Data Analysis, indicated that the MAS tends to show a structure with two dimensions. In part 2, the results showed that there was significant and positive correlation between MAS total score and performance in mathematics, in eleven two-month terms analyzed; Portuguese, in six two-month terms; History; in twomonth terms; Geography, in six two-month terms. In the third part, the results showed significant difference in MAS average in relation to the gender variable in the Midwest, southern regions and in the general sample. Referring to the period variable, there was also a significant difference in the Midwest, Southeast and also, in the general sample. On the school year variable, the significant differences in MAS average occurred in the Midwest and in the general sample. In the Midwest, the significant differences in MAS scores occurred between the 1st year of high school (9th grade) and the 6th and 7th years of elementary school. Significant differences were also observed between the 3rd grade and the 8th grade; the 6th grade and 8th and 1st grades; the 7th grade and 1st and 8th grades; and the 8th grade and 3rd, 6th and 7th grades. In the general sample, the differences between the 1st grade of high school (9th grade) and the 6th and 7th grades of elementary school. In relation to the general objective of this paper which is about the search for evidence of validity of an assessment tool and the effectiveness of an intervention, both concerned with math anxiety, data supporting positive evidence for carrying on using MAS and to the intervention were found in this research. Although the last one was only an initial study and thus it is still not possible to indicate whether it is effective, but the results are promising. / A ansiedade à matemática é caracterizada por um conjunto específico de reações fisiológicas desagradáveis, cognitivas e comportamentais diante de qualquer estímulo matemático ou contingências de aprendizagem de matemática. Esse trabalho teve como objetivo geral buscar evidências de validade de ferramentas de avaliação e intervenção relacionadas à ansiedade à matemática e para isso o trabalho foi dividido em dois estudos. O primeiro estudo é a busca de evidências de validade da Escala da Ansiedade à Matemática – EAM – dividida em três etapas para a investigação dos respectivos objetivos específicos: verificar evidências da estrutura interna da EAM; verificar correlações entre altos e baixos escores na escala EAM e desempenho escolar nas disciplinas de matemática, português, história e geografia; ampliar a aplicação da EAM na região Sul, Centro-Oeste e Nordeste e observar possíveis diferenças de média de escores de ansiedade à matemática em cada região, considerando as variáveis gênero, ano escolar e período. O segundo estudo teve como objetivo verificar a eficácia de um programa de intervenção de ansiedade à matemática e abrangeu apenas uma etapa. Sobre o primeiro estudo, os resultados na etapa 1 por meio da Análise Fatorial Exploratória e Confirmatória, indicaram que o instrumento EAM tende a apresentar uma estrutura com duas dimensões. Na etapa 2, os resultados mostraram que houve correlação significativa e positiva entre escore total da EAM e desempenho em: matemática, em onze bimestres analisados; português, em seis bimestres; história; em dois bimestres; geografia, em seis bimestres. Na terceira etapa, os resultados apontaram diferença significativa de média na EAM, em relação à variável gênero nas regiões Centro-Oeste, Sul e na amostra geral. Referente à variável período, também houve diferença significativa quando analisadas as regiões Centro-Oeste, Sudeste e também, na amostra geral; sobre a variável série, as diferenças significativas na média. da EAM ocorreram na região Centro-Oeste e na amostra geral. Na região Centro-Oeste as diferenças significativas na pontuação da EAM ocorreram entre o 1º ano do Ensino Médio e o 6º e 7º anos do Ensino Fundamental. Também foram observadas diferenças significativas entre o 3º ano e o 8º ano; o 6º ano e 8º e 1º anos; o 7º ano e 1º e 8º anos; e o 8º ano e 3º, 6º e 7º anos; na amostra geral as diferenças entre o 1º ano do Ensino Médio e a 6º e 7º anos do Ensino Fundamental. Em relação ao objetivo geral do estudo, sobre a busca de evidências de validade para um instrumento de avaliação e da eficácia de uma intervenção, ambos para ansiedade à matemática, na presente pesquisa foram encontrados dados que sustentam evidências positivas para a continuação dos estudos com a EAM e para a intervenção, embora esse último tenha sido apenas um estudo inicial e por isso, ainda não é possível indicar se possui eficácia, mas os resultados são favoráveis.

The purpose of this study was to evaluate the effectiveness of cooperative learning in a liberal arts mathematics course and to examine any gender-related differences in the effects of cooperative learning in terms of achievement, composition of the cooperative groups, mathematics anxiety, attitudes toward mathematics, attendance, and retention. The quasi-experimental design compared a control section using individualized learning methods with three treatment sections using cooperative learning methods based on the Learning Together model of Johnson and Johnson (1991). The compositions of the three treatment groups varied: heterogeneous ability/heterogeneous gender, heterogeneous ability/homogeneous gender, and self-selected. The Academic Skills Assessment Program (ASAP) was used as a pre-test to show that the groups were equal. The Revised Math Attitude Scale and the Mathematics Anxiety Rating Scale (MARS) were used as pre- and post-tests to measure changes in attitudes and anxiety. Achievement was measured by individual and group course grades. Group grades were determined by taking 67% of a student's individual exam score plus 33% of the group's average on the exam. Cooperative learning and composition of groups had no significant effect on achievement. The differences between individual and group grades were insignificant, and the group grading method benefited the grades of only five students. Attendance had a large effect on achievement, and the ASAP score and the Math Attitude Post-test were significant predictors of achievement. / The MARS post-test was negatively correlated with individual course grade. While no significant gender-related differences surfaced, some trends appeared. The ASAP, MARS, and Math Attitude pre-test scores were equal, however, females achieved slightly higher course grades than males. In each of the four research groups the individual course grades were higher for females than for males. Also, females had a larger decrease in mathematics anxiety with a drop of 22 points compared to the males' drop of 10 points. Males and females each improved their attitudes toward mathematics by only one point, however, in three of the four research groups, females had smaller attitude changes than males, and two of the cooperative learning groups had decreases in their attitude scores.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008

Empowerment through proficiency in mathematics could better not only one’s life, but also one’s chances in study and work. The current study is an exploration of what reflection and mathematics confidence entail during mathematics problem solving. Reflections on experiences with mathematics create awareness of the individual’s level of confidence in the social, psychological and intellectual domains. Personal, strategic and task knowledge enhances meaning and promotes the understanding of mathematics tasks during problem solving. The level of mathematics confidence can be described as either fearful or fearless when solving mathematics problems. Reflecting on achievement, with or without fear, is regarded as vital for higher-order reasoning by means of metacognitive processes, moderates mathematic confidence and fosters achievement. Although research in metacognition is increasing, literature involving mathematics confidence and reflection is scarce. The current study explores this link between reflection and mathematics confidence by focusing on metacognitive reflective skills. A mixed-method design consisting of positivist and interpretivist paradigms is employed. Merging of the quantitative and qualitative findings indicates that metacognitive strategies include reflecting on task, personal and strategic awareness. Regulating understanding, planning, monitoring and evaluating during problem solving occurs in accordance with these active internal processes. Mathematics confidence during problem-solving emerges from experiences relating to a variety of contexts involving mathematics. The findings confirm the dimensionality of mathematics confidence and present sources of participants’ mathematics confidence and metacognitive skills as reflected upon. The schools in the sample represent single-gender (all-boys and all-girls) and co-ed schools and findings should not be generalised to all schools. Reflection on metacognitive knowledge and regulation deepens the awareness of the level of confidence and promotes, to some extent, a knowing of knowledge. The study therefore evaluates the role reflection and mathematics confidence play during problem solving in senior phase mathematics. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.

Empowerment through proficiency in mathematics could better not only one’s life, but also one’s chances in study and work. The current study is an exploration of what reflection and mathematics confidence entail during mathematics problem solving. Reflections on experiences with mathematics create awareness of the individual’s level of confidence in the social, psychological and intellectual domains. Personal, strategic and task knowledge enhances meaning and promotes the understanding of mathematics tasks during problem solving. The level of mathematics confidence can be described as either fearful or fearless when solving mathematics problems. Reflecting on achievement, with or without fear, is regarded as vital for higher-order reasoning by means of metacognitive processes, moderates mathematic confidence and fosters achievement. Although research in metacognition is increasing, literature involving mathematics confidence and reflection is scarce. The current study explores this link between reflection and mathematics confidence by focusing on metacognitive reflective skills. A mixed-method design consisting of positivist and interpretivist paradigms is employed. Merging of the quantitative and qualitative findings indicates that metacognitive strategies include reflecting on task, personal and strategic awareness. Regulating understanding, planning, monitoring and evaluating during problem solving occurs in accordance with these active internal processes. Mathematics confidence during problem-solving emerges from experiences relating to a variety of contexts involving mathematics. The findings confirm the dimensionality of mathematics confidence and present sources of participants’ mathematics confidence and metacognitive skills as reflected upon. The schools in the sample represent single-gender (all-boys and all-girls) and co-ed schools and findings should not be generalised to all schools. Reflection on metacognitive knowledge and regulation deepens the awareness of the level of confidence and promotes, to some extent, a knowing of knowledge. The study therefore evaluates the role reflection and mathematics confidence play during problem solving in senior phase mathematics. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.