This dissertation examines how mathematics anxiety influences the cognitive and metacognitive processes of middle school Algebra 1 students during cognitively demanding tasks. Individuals who experience mathematics anxiety may feel lifelong consequences and avoid mathematics courses at the secondary and college levels, which limits access to careers in STEM fields. Research suggests that a variety of factors may impact an individual’s mathematics anxiety. With an increase in the number of students enrolled in Algebra 1 at the middle school level, this explanatory sequential mixed-method study examines how mathematics anxiety influences students’ cognitive and metacognitive processes as they complete cognitively demanding Algebra 1 tasks during a think-aloud protocol analysis. Findings from the study support that individuals with moderate mathematics anxiety struggle with accessing metacognitive strategies as cognitive demand increases. Implications for practice and research, including recommendations at the state, district, and school levels, are discussed, as well as suggestions for future research.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1310 |
| Date | 01 January 2024 |
| Creators | Keith, Julia |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Thesis and Dissertation 2023-2024 |
| Rights | In copyright |
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