As learners progress through the educational system their interest in mathematics
diminishes. Although mathematics is designed to challenge learners, it has produced
a high number of failures. Mathematics is most often measured by speed and accuracy
of learners’ computation with little emphasis on problem solving and pattern finding.
Whilst there are not many opportunities for learners to work on rich mathematical tasks
that require divergent thinking as well. Such an approach limits the use of creativity in
the classroom and reduces mathematics to a set of skills to master and rules to
memorise. In doing so, causes many learners to become anxious and apprehensive.
Thus their curiosity and enthusiasm for mathematics disappear, as they get older.
Keeping learners interested and engaged in mathematics by recognising and valuing
their mathematical creativity may reverse this negative tendency. 97 learners from
Riverview High School took part in the study. Three different instruments were used to
collect data: Mathematics Anxiety Scale (MAS), Personal Report of Communication
Apprehension (PRCA-24) and a focus group interview. The MAS questionnaire was
used to measure the level of mathematics anxiety experienced by the learners. The
PRCA-24 questionnaire is a self-report measure of communication apprehension. The
underlying factors were established that were influential in determining the levels of
maths anxiety and communication apprehension in individual learners. The results of
the study suggest that learner’ ability and attitude played an important role that would
lead to the large failure rate in mathematics. Analysis and interpretation of the findings
lead to the following conclusions being reached: (a) perceptions of mathematics as
being a difficult subject (b) learners negative attitude in mathematics (c) fear for the
subject, (d) learners self-efficacy beliefs in mathematics, (e) peer behaviour and (f)
teacher behaviour. The research study findings suggest that learner’ ability and attitude
played an important role. These attitudes contribute directly to the existence of maths
anxiety and communication apprehension in learners which impacts on their academic
performance. The results of the study suggest that learners experience varying levels of
maths anxiety and communication apprehension that impacts on their performance in
Mathematics, which are barriers to learning mathematics. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/5807 |
| Date | January 2011 |
| Creators | Moodley, Savathrie. |
| Contributors | Hobden, Sally Diane. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
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