M.Ed. (Subject Didactics of Mathematics) / The phenomenon commonly known as 'mathematics anxiety' has been discovered by researchers endeavouring to determine the cause of problems with mathematics, the antagonism against it, and the deliberate avoidance of the subject. The way in which we view and experience mathematics has a radical influence on our decision-making. Mathematics anxiety is a dominant factor in the decisionmaking process of pupils in a wide spectrum of situations, and research has confirmed that mathematics anxiety invariably has a negative, hampering effect. The development of mathematics anxiety is a gradual process which can commence at any stage of a pupil's school career. By means of a questionnaire it has been established that the problem regarding mathematics anxiety stems primarily from the very nature and structure of the subject. Secondary factors such as the language of mathematics, textbooks, personality, society, the curriculum, evaluation, time limitation and problem solving have been identified empirically as variables in the development of mathematics anxiety. Since mathematics anxiety is an emotional and not an intellectual problem, it can be overcome. Early intervention can prevent the establishment of a negative attitude. Affordable individual tuition and more confidence are according to the responses received, the most important means by which mathematics anxiety can be reduced. It is essential to develop the mathematical reading skills of mathematics anxious pupils. Once skilled, pupils can fill the gaps in their pre-knowledge by using study manuals which are carefully structured for self-study purposes...
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:10819 |
| Date | 23 April 2014 |
| Creators | Van der Watt, Runa |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
Page generated in 0.0017 seconds