Date Approved

5-1-1995

Embargo Period

9-13-2016

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

Disciplines

Science and Mathematics Education

Abstract

The purpose of this five week study was to test any effects that concrete manipulatives had on mathematics anxiety and achievement. Two groups of high school freshmen were selected. A control group (n = 23) was taught using traditional teaching methods of lecture-homework-review-test. An experimental group (n = 20) used concrete manipulatives to reinforce a lesson after it was introduced. Manipulatives replaced worksheets as the sole source of review.

To assess changes in mathematics anxiety in the experimental group, the adolescent version of the Mathematics Anxiety Rating Scale (MARS-A) was administered. The researcher used dependent t test procedures to determine if there was a significant change in mathematics anxiety. Both groups were given a test to assess achievement before and after the experiment. Independent t test procedures were used to determine if there was a significant change in achievement.

Based on t tests there was not a significant difference in mathematics anxiety or achievement.

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