Date Approved

5-31-1996

Embargo Period

9-7-2016

Document Type

Thesis

Degree Name

M.A. in Mathematics Education

Department

Science, Technology, Engineering, Arts and Math Education

College

College of Education

First Advisor

Sooy, John

Subject(s)

Diaries--Authorship; Math anxiety; Mathematics--Remedial teaching; Mathematics--Study and teaching (Higher)

Disciplines

Science and Mathematics Education

Abstract

The purpose of this study was to determine the effects of journal writing on mathematics anxiety in developmental algebra classes at the college level. Two classes of "Elementary Algebra," comprised of twenty-three college level students, were used for this experiment. During the six week study, the experimental group, consisting of ten students, wrote in math journals on various mathematics topics assigned by the researcher. The control group, consisting of thirteen students, did not keep a journal. Both groups were pretested and posttested using the Mathematics Anxiety Rating Scale for Adolescents. Independent t-tests were used to analyze the results. It was concluded that there was no significant difference in the levels of mathematics anxiety between the control group and the experimental group.

Share

COinS