Date Approved

5-1-1995

Embargo Period

9-11-2016

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)

Math anxiety--Prevention; Mathematics--Remedial teaching; Mathematics--Study and teaching (Elementary)

Disciplines

Science and Mathematics Education

Abstract

The purpose of this study was to determine if increasing the amount of problem solving, journal writing, group work, and praise would decrease the level of mathematics anxiety experienced by eighth grade students. The forty-seven students involved included twenty-one average to below average students and twenty-six average to above average students. Both groups were pretested and posttested using the Mathematics Anxiety Rating Scale - A. During a six week period, class time contained a high concentration of problem solving, journal writing, group work, and praise. A dependent t test was used to analyze the results.

The conclusions showed a significant decrease in the level of mathematics anxiety experienced by the average to above average students at the 0.01 level. There was no significant difference between the pretest and posttest scores of the average to below average group at the 0.05 level.

Share

COinS