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An Examination of the Effects of Mathematics Anxiety, Modality, and Learner-Control on Teacher Candidates in Multimedia Learning EnvironmentsWard, Elena 27 September 2008 (has links)
This study examined mathematics anxiety among elementary teacher candidates, and to what extent it interacted with the modality principle under various degrees of learner-control. The experiment involved a sample of 186 elementary teacher candidates learning from eight versions of a computer program on division with fractions. The eight versions varied in modality of presentation (diagrams with narration, or diagrams with written text), control of pacing (pacing was controlled by either the learner or the system), and control of sequence (sequence was controlled by either the learner or the system). A pre-test, post-test, demographic questionnaire, subjective measure of mental effort, and the Abbreviated Math Anxiety Survey were also administered. This study revealed that mathematics anxiety was significantly positively correlated with mental effort, and significantly negatively correlated with engagement, pre-test and post-test scores. Additionally, a modality x pacing interaction was observed for both high prior knowledge and low mathematics-anxious students. Under system-pacing, the modality effect was observed, and these students achieved higher far transfer scores when learning from the diagrams and narration modality condition. However, under learner-pacing, the modality effect reversed, and high prior knowledge and low mathematics-anxious students performed better on far transfer scores when learning from the diagrams and written text modality condition. Low prior knowledge, and highly mathematics-anxious students performed poorly in all treatment conditions. Additional interactions involving sequence-control, and a four-way interaction involving prior knowledge, modality, sequence-control, and pacing were also uncovered. The results from this study demonstrate that prior knowledge and mathematics anxiety have a complex relationship with the effectiveness of the format of instruction, and the design of instructional materials needs to take into account these individual differences. / Thesis (Master, Education) -- Queen's University, 2008-09-25 19:38:33.9
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Helping Students Affected with Mathematics Disorders Learn MathematicsBuie-Collard, Geoffrey Brock January 2020 (has links)
No description available.
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Mathematics Attitudes and Avoidance: A Longitudinal Preschool StudyVu, Alex 20 September 2022 (has links)
No description available.
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Mathematics Confidence and Performance as Predictors of Mathematics AnxietyBowser, Sydney Nicole 11 August 2022 (has links)
No description available.
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Hipnose as terapeutiese hulpmiddel by Wiskunde-angs / Hypnosis as therapeutic aid with regard to Mathematics anxietyTheron, Gesiena Catharina 11 1900 (has links)
Wiskunde as taal van die wetenskap en tegnologie is een van die weinige vakke wat
spesifiek as voorvereiste vir die bestudering van sekere studierigtings gestel word.
Leerlinge met Wiskunde-angs word verhoed om hul ware potensiaal in Wiskunde te
verwesenlik en word sodoende gediskwalifiseer om hul regmatige plek in die
beroepswereld in te neem. Die doel van hierdie studie was om te bepaal of hipnoterapie
aangewend kan word om Wiskunde-angs tot werkbare vlakke te beperk sodat leerlinge
optimaal in Wiskunde kan presteer. Die aard, oorsake, aanvang, herkenning, verklaring,
gevolge, voorkoms en meting van Wiskunde-angs, die verband daarvan met
Wiskundeprestasie en die hulp wat onderwysers en hulpprogramme kan lewer, is
nagegaan. Daarna is hipnose en hipnoterapie beskou om te bepaal of dit as terapeutiese
hulpmiddel pedagogies verantwoordbaar is. 'n Hipnoterapieprogram is in werking gestel
en daar is bevind dat die proefpersone almal tot 'n mindere of meerdere mate daarby
gebaat het. / Mathematics as the language of science and technology is one of few subjects used as
entrance requirement to certain fields of study. Mathematics anxiety prohibits certain
pupils to reach their full potential in Mathematics and thus to obtain their rightful place
in the world of work. The aim of this study was to determine whether hypnotherapy can
be used to lower Mathematics anxiety levels to such an extend that pupils can optimally
achieve in Mathematics. The nature, causes, extent, recognition, explanation,
consequences, incidence and measurement of Mathematics anxiety, its relationship to
achievement in Mathematics, as well as the help that can be rendered by teachers and
treatment programmes were studied. Hypnotherapy was then examined to determine
whether its use was pedagogically justifiable. A hypnotherapy treatment programme was
introduced which was found to be to some extent beneficial to all the subjects used. / Psychology of Education / M. Ed. (Voorligting)
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Hipnose as terapeutiese hulpmiddel by Wiskunde-angs / Hypnosis as therapeutic aid with regard to Mathematics anxietyTheron, Gesiena Catharina 11 1900 (has links)
Wiskunde as taal van die wetenskap en tegnologie is een van die weinige vakke wat
spesifiek as voorvereiste vir die bestudering van sekere studierigtings gestel word.
Leerlinge met Wiskunde-angs word verhoed om hul ware potensiaal in Wiskunde te
verwesenlik en word sodoende gediskwalifiseer om hul regmatige plek in die
beroepswereld in te neem. Die doel van hierdie studie was om te bepaal of hipnoterapie
aangewend kan word om Wiskunde-angs tot werkbare vlakke te beperk sodat leerlinge
optimaal in Wiskunde kan presteer. Die aard, oorsake, aanvang, herkenning, verklaring,
gevolge, voorkoms en meting van Wiskunde-angs, die verband daarvan met
Wiskundeprestasie en die hulp wat onderwysers en hulpprogramme kan lewer, is
nagegaan. Daarna is hipnose en hipnoterapie beskou om te bepaal of dit as terapeutiese
hulpmiddel pedagogies verantwoordbaar is. 'n Hipnoterapieprogram is in werking gestel
en daar is bevind dat die proefpersone almal tot 'n mindere of meerdere mate daarby
gebaat het. / Mathematics as the language of science and technology is one of few subjects used as
entrance requirement to certain fields of study. Mathematics anxiety prohibits certain
pupils to reach their full potential in Mathematics and thus to obtain their rightful place
in the world of work. The aim of this study was to determine whether hypnotherapy can
be used to lower Mathematics anxiety levels to such an extend that pupils can optimally
achieve in Mathematics. The nature, causes, extent, recognition, explanation,
consequences, incidence and measurement of Mathematics anxiety, its relationship to
achievement in Mathematics, as well as the help that can be rendered by teachers and
treatment programmes were studied. Hypnotherapy was then examined to determine
whether its use was pedagogically justifiable. A hypnotherapy treatment programme was
introduced which was found to be to some extent beneficial to all the subjects used. / Psychology of Education / M. Ed. (Voorligting)
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The effects of a structured teaching method on mathematics anxiety and achievement of grade eight learnersThijsse, Lynette Joan 08 1900 (has links)
The hypothesis that a structured, sequenced, approach to mathematics
learning, based on the application of learnt facts, decreases mathematics
anxiety and increases mathematics achievement is tested. A literature study
and an empirical investigation were conducted with respect to the
relationships between maths anxiety, maths achievement and teaching
methods. A qualitative research design which focussed on the cross-case
analysis of different case studies was used.
The qualitative case study involves multiple methods such as interviews,
observations and a pretest, posttest design. It analyses and compares the
effects of the Kuman method, used as the intervention programme, on maths
anxiety and maths achievement of an experimental group and a control group.
The results of this research indicate that learners on the intervention
programme who showed a decrease in anxiety, showed an increase in
achievement. This has implications for the teaching methods used in South
Africa. / Teacher Education / M. Ed. (Specialisation in Guidance and Counselling)
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Laboratório de ensino de matemática: aplicação de recursos pedagógicos para o ensino de função e trigonometria / Mathematics teaching laboratory: application of pedagogical resources for the teaching of function and trigonometryCarvalho, Diana Vieira de 21 September 2016 (has links)
Este projeto iniciou-se a partir da constatação de experiências do professor/pesquisador durante as aulas de matemática com relação ao comportamento dos alunos que demonstravam certa de ansiedade devido aos fracassos nas tentativas de aprender da forma tradicional. Para o desenvolvimento do projeto e análise dos resultados foi utilizada a Pesquisa Qualitativa, por ser um instrumento capaz de captar os valores, crenças e sentimentos humanos dando assim um significado às suas ações. Embasado pelas orientações de Lorenzato é relatada a implantação do Laboratório de Ensino de Matemática (LEM) numa escola particular cujas atividades foram realizadas com alunos do 9º ano do ensino fundamental. A proposta contempla a utilização de materiais didáticos, manipulativos e outros recursos pedagógicos para o ensino de função e de trigonometria dentro do LEM. A análise de dados foi embasada nos Registros de Representações Semiótica (RRS) de Duval, foram também consideradas as principais tendências em educação matemática, seus principais autores como D\'Ambrosio, na Etnomatematica; Biembengut, na Modelagem Matemática; Onuchic e Allevato, na Resolução de Problemas; Borba e Penteado nas Tecnologias de Informação e Comunicação (TIC), Smole nos jogos e nas orientações dos Parâmetros Curriculares Nacionais (PCN). A partir dos resultados obtidos foi constatado, por meio de questionários, observação do comportamento e das avaliações, uma melhora no entendimento dos conceitos de função e de trigonometria. Além disso, observou-se um aumento na compreensão de problemas matemáticos colocados pelo professor/pesquisador, amenizando a ansiedade em relação à matemática. / This project started from the teacher observation report in Mathematic lessons which had shown certain degree of anxiety in student\'s behavior in relation to failures of traditional method of learning. To develop the project and the outcome of analysis was employed Qualitative Research, to be an instrument capable to grasp the values, beliefs and human feelings thus giving signification to their actions. Based upon the Lorenzato guidelines is reported the implementation of the Mathematics Teaching Laboratory in a private school which activities were carried out with students from 9th grade of elementary school.The bringing considers the use of teaching materials, manipulatives and other teaching methods for teaching function and trigonometry in the Mathematics Teaching Laboratory. Data assays was based on semiotics representations records (RRS) Duval, were considered the major trends in mathematics teaching, its main authors like D\'Ambrosio, in Ethnomathematics; Biembengut in Mathematical Modeling; Onuchic and Allevato in Troubleshooting; Borba and Penteado in Information and Communication Technologies; Smole in classroom games and the guidelines of the National Curriculum Parameters. From the results it was found, by means of questioning, report of students behavior and tests, an improving in learning the concepts of function and trigonometry. In addition, there was an increase in understading mathematical problems posed by the teacher/ researcher, which reduced anxiety in relation to mathematics.
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Cognitive and emotional mathematics learning problems in primary and secondary school studentsDevine, Amy January 2017 (has links)
This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, there was no gender difference in dyscalculia prevalence. The association of mathematics performance with other cognitive skills and mathematics anxiety was investigated longitudinally in subsamples of children with dyscalculia (n =10), typical mathematics performance (n=10) and high maths ability (n = 11). 80 percent of the children in the dyscalculia group still met the criteria for diagnosis at the final time point. Mathematics performance was positively associated with working memory performance and negatively associated with mathematics anxiety. Furthermore, children with dyscalculia had higher maths anxiety than the other two groups. The relationship between dyscalculia and high maths anxiety was estimated in a larger sample (N = 1757). Relatively few children with dyscalculia had high maths anxiety and the majority of students with high maths anxiety in fact had mathematics performance within or above the average range. Girls had higher maths anxiety than boys, and more girls had both dyscalculia and maths anxiety than boys. There was an expected negative correlation between maths anxiety and maths performance in the total sample, but this correlation was negligible in the children with dyscalculia. Collectively, these results suggest that cognitive and emotional mathematics problems are dissociable, and indicate that children with dyscalculia and maths anxiety likely require different types of intervention. Furthermore there appears to be no gender difference in maths performance or in the prevalence of dyscalculia. However, girls have higher maths anxiety than boys, and are more likely to be affected by maths anxiety alongside developmental dyscalculia. Maths anxiety may be a potential explanation for the underrepresentation of females in careers involving mathematics.
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Family and Center Childcare Providers: Correlates Among Mathematics Anxiety/Attitudes toward Mathematics, Teacher Self-Efficacy, and Other FactorsHendershot, Shawnee M. 01 May 2016 (has links)
Previous experiences with mathematics, particularly negative ones, can influence an individual’s attitudes toward mathematics. Children’s first experiences with mathematics are often in their childcare settings. Elementary teachers appear to have more mathematics anxiety than other professionals, but the level of mathematics anxiety among childcare providers is not known. The presence of mathematics anxiety correlates with lower teacher self-efficacy or the teacher’s belief of how effective he/she is in influencing a student’s learning. Grounded in Bandura’s theory of self-efficacy, this study examined the level of mathematics anxiety and teacher self-efficacy among 122 licensed Utah childcare providers in center and family home childcare. Providers responded to a survey assessing their attitudes about mathematics, feelings of teacher self-efficacy, frequency of developmentally appropriate mathematics and reading activities in the childcare program, and demographic information. Descriptive statistics, correlations, and one-way ANOVAs were calculated. Results indicate that the participants reported more favorable than anxious attitudes toward mathematics as well as moderately high feelings of teacher self-efficacy. There were no statistically significant differences in mathematics anxiety or teacher self-efficacy by the type of childcare provided, provider’s level of education, or years of experience. Results of the ANOVAs revealed that the best predictors of mathematics anxiety were provider attitudes toward reading/literacy as well as the number of developmentally appropriate mathematics and reading activities provided. As providers showed an increase in favorable attitudes toward reading/literacy, they also expressed less mathematics anxiety. This is the first study of its kind to assess these variables among childcare providers.
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