Education of Primary School Mathematics (한국수학교육학회지시리즈C:초등수학교육)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Elementary Students' Mathematics Anxiety: A Review

초등학생 수학불안에 관한 문헌연구

  • Received : 2018.03.26
  • Accepted : 2018.04.27
  • Published : 2018.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

This literature review focuses on the history of research on elementary students' mathematics anxiety. The results of analysis shows the characteristics, measurement tools, causes and the treatments of mathematics anxiety. The purpose of this study is to provide analytical views of elementary students' mathematics anxiety to teachers, researchers and policymakers. I categorize the results of analysis according to the key words of literatures: (1) the relationship between mathematics anxiety and students' behavior (2) measurements of mathematics anxiety (3) the causes of mathematics anxiety and (4) the treatment of mathematics anxiety.

본 문헌연구에서는 수학불안을 주제로 국내외 연구 자료들을 분석하여 수학불안의 특징, 측정 방법, 발생원인, 치료방법 등 수학불안과 관련한 기존 연구 결과의 종합적인 고찰을 제공한다. 본 연구는 수학불안과 관련한 문헌 분석을 토대로 학생들의 수학불안 예방 및 치료 과정에 참여하는 초등학교 교사, 수학 교육 연구자들, 수학불안과 관련한 교육 정책 입안가들에게 초등학생의 수학불안에 대한 종합적인 이해를 제공하는데 목적이 있다. 본 연구에서는 수학불안과 관련한 국내외 연구들을 주제어를 중심으로 (1)수학불안이 초등학생의 학습 행동에 미치는 영향 (2) 수학불안 측정 도구 (3) 수학불안 형성 원인 (4) 수학 불안 감소 방안의 네 가지 범주로 구분하여 분석 결과를 제시한다. 본 연구에서는 각 범주별로 관련 연구들에 대한 간략한 설명과 연구의 결과, 그리고 이러한 연구들에 대한 종합적인 해석을 제공한다.

Keywords

References

  1. 김현미, 강완 (2006). 학년 및 성별에 따른 초등학생의 수학불안 요인 분석, 한국초등수학교육학회지, 10(1), 89-106 (Kim, H. M., & Kang, W. (2006). An Analysis of the Causes of Mathematics Anxiety in the Elementary School Students According to the Grades and Sex, Journal of Elementary Mathematics Education in Korea, 10(1), 89-106.)
  2. 김리나, 신항균 (2015). 초등학생의 수학불안 요인 분석 연구, 한국초등교육, 26(1), 83-92. (Kim, R., & Sihn, H. G. (2015). An Analysis of Causes of Elementary Students' Mathematics Anxiety, The Journal of Korea Elementary Education, 26(1), 83-92.)
  3. 김의태, 고석우, 선우하식. (2000). 수학불안 해소를 중심으로 한 초등학교 수학의 발전방안. 한국초등 수학교육학회지, 11(2), 115-128. (Kim, Y. T., Ko, S, W., & Sunwoo, H, S. (2000), Journal of Elementary Mathematics Education in Korea, 11(2), 115-128.)
  4. 남영만, 서영철 (1988). 수학불안 요인 해소에 관한 연구, 교육이론과 실천, 8(1), 195-212. (Nam, Y, M.., & Seo, Y, C. (1988) The Study of Causes of Mathematics Anxiety, Educational Theory and Practice, 8(1), 195-212.)
  5. 손원숙 (2002). 성별에 따른 "수학에 대한 태도"의 차원성 연구: 다집단 확인적 요인분석의 적용, 교육 심리연구, 16(3), 235-253. (Son, W, S. (2002). Testing Measurement Invariance for the Math Attitude Scale across Gender, The Journal of Educational Psychology, 16(3), 235-253.)
  6. 이세나 (2010). 학년, 성별, 수학성취도, 그리고 수학불안 정도에 따른 초등학생의 수학불안 대처행동, 한국생활과학회지, 19(1), 27-38. (Lee, S, N. (2010). A Study on the Coping Behavior of Mathematics Anxiety Depending on the Grade, Sex, Mathematics Achievement, and Mathematics Anxiety in Elementary School Students, Korean Association of Human Ecology, 19(1), 27-38.) https://doi.org/10.5934/KJHE.2010.19.1.027
  7. 이세나, 한석실, 이승훈 (2007). 수학학습유형과 학년에 따른 초등학생의 수학불안에 관한 연구, 한국아동학회, 28(6), 1-16. (Lee, S, N., Han, S, S., & Lee, S, H. (2007), Mathematical Anxiety by Mathematical Learning Style and the Grade in School: Elementary School Students, Korean Journal of Child Studies, 28(6), 1-16.)
  8. 이영순 (2005). 초등학생들의 수학불안 요인에 관한 연구. 경인대학교 교육대학원 석사학위논문. (Lee, Y, S. (2005), A study on Mathematics anxiety causes among elementary schoolers (An Published Master thesis), KyungIn University of Education, InChon, South Korea.)
  9. 은수진, 이종희 (1994). 수학불안의 경향이 큰 학생들을 위한 효과적인 지도방법에 관한 연구, 한국초등수학교육학회지, 33(2), 285-296. (Eun, S, J., & Lee, J, H. (1994). 수학불안의 경향이 큰 학생들을 위한 효과적인 지도방법에 관한 연구, Journal of Korea Society of Mathematics Education, 33(2), 285-296.)
  10. 진화영. (2003). 수학불안 연구에 관한 소고. 고려대학교 교육대학원 석사학위논문. (Jin, H, Y. (2003). 수학불안 연구에 관한 소고 (An Published Master thesis), Korea University, Seoul, South Korea.)
  11. 최계현, 한혜숙 (2013). 상호또래교수 활동이 고등학생들의 수학교과에 대한 정의적 특성에 미치는 영향, 한국수학교육학회, 52(3), 423-442. (Choi, G, H., & Han, H, S. (2013). A Study on the effects of the reciprocal peer tutoring in high School Students' Affective Characteristics of Mathematics, The Mathematics Education, 52(3), 423-442.) https://doi.org/10.7468/mathedu.2013.52.3.423
  12. 최병훈 (2014), 초등학교 6학년 수학 수업에 적용한 디지털 스토리텔링이 수학적 의사소통불안에 미치는 효과 분석, 초등수학교육, 17(1), 41-56. (Choi, B, H. (2014), The Effects of Digital Storytelling on Mathematical Communication Apprehension in 6th graders' Mathematics Instruction, Education of Primary Mathematics Education, 17(1), 41-56.)
  13. 허혜자 (1996). 수학불안 요인에 관한 연구 =고등학생을 중심으로=. 서울대학교 교육대학원 박사학위논문. (Huh, H, J. (1996). The Causes of Mathematics Anxiety, (An Published Doctoral Dissertation), Seoul University, Seoul, South Korea.)
  14. 홍애순 (2012). 아동의 수학적 성향, 수학불안, 수학적 자기 효능감이 수학성취도에 미치는 영향, 한국수학교육학회, 21(2), 311-323. (Hong, E, S. (2012). The Effects of Children's Mathematics Disposition Anxiety and self-efficacy on Mathematics Learning Achievements, The Mathematics Education, 21(2), 311-323.)
  15. Alexander, L., & Cobb, R. (1984). Identification of the Dimensions and Predictors of Math Anxiety among College Students. Paper presented at the meeting of the Mid-South Educational Research Association, New Orleans, LA
  16. Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance, Journal of Experimental Psychology: General, 130, 224-237. https://doi.org/10.1037/0096-3445.130.2.224
  17. Ashcraft, M. H., Krause, J. A., & Hopko, D. R. (2007). Is math anxiety a mathematical learning disability. Why is math so hard for some children, 329-348.
  18. Balogu, M. (2003). Individual differences in statistics anxiety among college students, Personality and Individual Differences, 34, 855-865. https://doi.org/10.1016/S0191-8869(02)00076-4
  19. Bander, R. S., Russell, R. K., & Zamostny, K. P. (1982). A comparison of cue-controlled relaxation and study skills counseling in the treatment of mathematics anxiety. Journal of Educational Psychology, 74(1), 96. https://doi.org/10.1037/0022-0663.74.1.96
  20. Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
  21. Beilock, S. L., Kulp, C. A., Holt, L. E., & Carr, T. H. (2004). More on the fragility of performance: choking under pressure in mathematical problem solving. Journal of Experimental Psychology: General, 133(4), 584. https://doi.org/10.1037/0096-3445.133.4.584
  22. Ben-Zeev, T., Duncan, S., Forbes, C. (2005). Stereotapes and math performance. In J. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 235-249). New York: Psychology Press.
  23. Bishop, S. J. (2007). Neurocognitive mechanisms of anxiety: An investigative account, Trends in Cognitive Sciences, 11, 307-316. https://doi.org/10.1016/j.tics.2007.05.008
  24. Brooks, A. W. (2014). Get exited: Reapprasing pre-performance anxiety as excitement. Journal of Experimental Psychology: General, 143, 1144-1158. https://doi.org/10.1037/a0035325
  25. Brush, L. R. (1981). Some Thoughts for Teachers on Mathematics Anxiety. Arithmetic Teacher, 29(4), 37-39.
  26. Buckley, S., Reid, K., Goos, M., Lipp, O. V., & Thomson, S. (2016). Understanding and addressing mathematics anxiety using perspectives from education, psychology and neuroscience. Australian Journal of Education, 60(2), 157-170. https://doi.org/10.1177/0004944116653000
  27. Cemen, P. B. (1987). The Nature of Mathematics Anxiety.
  28. Chiesa, A., Calati, R., & Serretti, A. (2011). Does mindfulness training improve cognitive abilities? A systematic review of neuropsychological findings. Clinical psychology review, 31(3), 449-464. https://doi.org/10.1016/j.cpr.2010.11.003
  29. Conrad, A., & Roth, W. T. (2007). Muscle relaxation therapy for anxiety disorders: it works but how?. Journal of anxiety disorders, 21(3), 243-264. https://doi.org/10.1016/j.janxdis.2006.08.001
  30. Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender differences in matheamtics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Fuctions, 8, 1-9. https://doi.org/10.1186/1744-9081-8-1
  31. Dew, K. H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psychology, 31(4), 580. https://doi.org/10.1037/0022-0167.31.4.580
  32. Dreger, R. M., & Aiken Jr, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344. https://doi.org/10.1037/h0045894
  33. Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for research in Mathematics Education, 7(5), 324-326. https://doi.org/10.2307/748467
  34. Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics-A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497-514. https://doi.org/10.1007/BF03173468
  35. Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: implications for affect, relationships, and well-being. Journal of personality and social psychology, 85(2), 348. https://doi.org/10.1037/0022-3514.85.2.348
  36. Hadley, A. O., & Reiken, E. (1993). Teaching Language in Context, and Teaching Language in Context--Workbook. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042.
  37. Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for research in mathematics education, 33-46.
  38. Ho, H. Z., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y.,... & Wang, C. P. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for research in mathematics education, 362-379.
  39. Hofmann, S. G., Ellard, K. K., & Siegle, G. J. (2012). Neurobiological correlates of cognitions in fear and anxiety: A cognitive-neurobiological information-processing model. Cognition and Emotion, 26, 282-299. https://doi.org/10.1080/02699931.2011.579414
  40. Hopko, D. R., McNeil, D. W., Gleason, P. J., & Rabalais, A. E. (2002). The emotional Stroop paradigm: Performance as a function of stimulus properties and self-reported mathematics anxiety. Cognitive Therapy and Research, 26(2), 157-166. https://doi.org/10.1023/A:1014578218041
  41. Hopko, D. R., McNeil, D. W., Zvolensky, M. J., & Eifert, G. H. (2001). The relation between anxiety and skill in performance-based anxiety disorders: A behavioral formulation of social phobia. Behavior therapy, 32(1), 185-207. https://doi.org/10.1016/S0005-7894(01)80052-6
  42. Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. The Mathematics Teacher, 92(7), 583-586.
  43. Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46(1), 208-212. https://doi.org/10.1016/j.jesp.2009.08.015
  44. Kazelskis, R., Reeves, C., Kersh, M. E., Bailey, G., Cole, K., Larmon, M.,& Holliday, D. C. (2000). Mathematics anxiety and test anxiety: Separate constructs?. The Journal of Experimental Education, 68(2), 137-146. https://doi.org/10.1080/00220970009598499
  45. Kieffer, M. J., Lesaux, N. K., Rivera, M., & Francis, D. J. (2009). Accommodations for English language learners taking large-scale assessments: A meta-analysis on effectiveness and validity. Review of Educational Research,, 79(3), 1168-1201 https://doi.org/10.3102/0034654309332490
  46. Kim, R. (2014). Elementary Teachers’ Knowledge for Teaching Mathematics : A Review. Mediterranean Journal of Social Sciences, 5(9), 428-438.
  47. Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of psychoeducational assessment, 27(3), 206-225. https://doi.org/10.1177/0734282908330583
  48. LeDoux, J. (1996). Historical perspectives on the biology of emotions. New York: Touchstone.
  49. Lewinsohn, P. M., Gotlib, I. H., Lewinsohn, M., Seeley, J. R., & Allen, N. B. (1998). Gender differences in anxiety disorders and anxiety symptoms in adolescents. Journal of abnormal psychology, 107(1), 109. https://doi.org/10.1037/0021-843X.107.1.109
  50. Lyons, I. M., & & Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety, Cerebral Cortex, 22, 2102-1220. https://doi.org/10.1093/cercor/bhr289
  51. Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for research in mathematics education, 520-540.
  52. Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it, Trends in Cognitive Sciences, 16, 404-406. https://doi.org/10.1016/j.tics.2012.06.008
  53. Maloney, E. A., Sattizahn, J. R., & Beilock, S. L. (2013). Anxiety and cognition. WIREs: Cognitive Science, 5, 403-411.
  54. Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. https://doi.org/10.1080/14794802.2013.797744
  55. Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of educational psychology, 82(1), 60. https://doi.org/10.1037/0022-0663.82.1.60
  56. Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37(3), 591-606. https://doi.org/10.1016/j.paid.2003.09.029
  57. Moore, A., Gruber, T., Derose, J., & Malinowski, P. (2012). Regular, brief mindfulness meditation practice improves electrophysiological markers of attentional control. Frontiers in human neuroscience, 6.
  58. National Center for Education Statistics. (2009). Urban Districts Mathematics Assessment. Washington, DC: Institute of Education Science, U.S. Department of Education.
  59. Parsons, J. E., Adler, T., & Meece, J. L. (1984). Sex differences in achievement: A test of alternate theories. Journal of personality and social psychology, 46(1), 26. https://doi.org/10.1037/0022-3514.46.1.26
  60. Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42(2), 551-557. https://doi.org/10.1177/001316448204200218
  61. Polanczyk, G., De Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: a systematic review and metaregression analysis. American journal of psychiatry, 164(6), 942-948. https://doi.org/10.1176/ajp.2007.164.6.942
  62. Richardson, F. C., & Suinn, R, M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551. https://doi.org/10.1037/h0033456
  63. Rounds, J. B., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27(2), 138. https://doi.org/10.1037/0022-0167.27.2.138
  64. Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological review, 115(2), 336. https://doi.org/10.1037/0033-295X.115.2.336
  65. Sherard, W. H. (1981). Math anxiety in the classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 55(3), 106-110. https://doi.org/10.1080/00098655.1981.10113669
  66. Stuart, V. B. (2000). Math curse or math anxiety?. Teaching children mathematics, 6(5), 330.
  67. Suinn, R. M., Taylor, S,, & Edwards, R. W. (1989). The Suinn Mathematics Anxiety Rating Scale(MARS-E) for Hispanic Elementary School Studnets, Hispanic Journal of Behavioural Science, 11, 83-90. doi:10.1177/07399863890111007
  68. Tang, Y. Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q.,... & Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. Proceedings of the National Academy of Sciences, 104(43), 17152-17156. https://doi.org/10.1073/pnas.0707678104
  69. Tapia, M., & Marsh, G. E. (2004). The relationship of math anxiety and gender. Academic Exchange Quarterly, 8(2), 130-134.
  70. Tobias, S. (1978). Overcoming math anxiety. WW Norton & Company.
  71. Van Yperen, N. W. (2007). Performing well in an evaluative situation: The roles of perceived competence and task-irrelevant interfering thoughts. Anxiety, stress, and coping, 20(4), 409-419. https://doi.org/10.1080/10615800701628876
  72. Walsh, J. J., & Ugumba-Agwunobi, G. (2002). Individual differences in statistics anxiety: the roles of perfectionism, procrastination and trait anxiety. Personality and Individual Differences, 33(2), 239-251. https://doi.org/10.1016/S0191-8869(01)00148-9
  73. Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us?. For the learning of mathematics, 8(1), 8-13.
  74. Yahav, R., & Cohen, M. (2008). Evaluation of a cognitive-behavioral intervention for adolescents. International Journal of Stress Management, 15(2), 173. https://doi.org/10.1037/1072-5245.15.2.173
  75. Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23, 492-501. https://doi.org/10.1177/0956797611429134
  76. Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and cognition, 19(2), 597-605. https://doi.org/10.1016/j.concog.2010.03.014
  77. Wigfield, A., & Meece, J. L. (1988). Math anxiety in elementary and secondary school students. Journal of educational Psychology, 80(2), 210. https://doi.org/10.1037/0022-0663.80.2.210