• Title/Summary/Keyword: Mathematical Anxiety Test

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A Study on the Development of Mathematical Anxiety Test for Middle School Students (중학교 학생을 위한 수학불안 검사 개발 연구)

  • Lee, So Ra;Koo, Ye Lee
    • Journal of the Korean School Mathematics Society
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    • v.23 no.4
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    • pp.469-489
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    • 2020
  • Middle school students are known to have high levels of math anxiety. According to the need for test tools that reflect the characteristics of today's middle school students, it was intended to develop a mathematical anxiety test for middle school students. Sub-factors of mathematical anxiety were established based on prior research and questions corresponding to each factor were produced. The suitability and validity of the questions were analyzed through two pilot tests. Then some of the questions were revised. This test was conducted on 255 middle school students using the revised questions, and the validity and reliability of the test tools were analyzed on 246 student responses. The final developed test tool consisted of 6 sub-factors and a total of 36 questions, and was intended to provide students, teachers, and parents with information about students' mathematical anxiety by providing criteria for the degree of anxiety.

Development of Mathematics Anxiety Scale for Middle School Students & its Validity (중학생용 수학불안 검사 도구의 개발 및 타당화 연구)

  • Ok, Bo-myoung;Lee, Chang Yeon;Ryoo, Byeong Kook
    • Communications of Mathematical Education
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    • v.35 no.3
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    • pp.233-255
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    • 2021
  • The purpose of this study is to develop math anxiety scale for middle school students for planning and implementing math anxiety treatment programs. In this study, we describe the process of developing and validating math anxiety scale for middle school students and detailing exploratory factor analysis and confirmatory factor analysis to verify construct validity. As a result of the study, we developed the Math Anxiety Scale for Middle School Students (MASS-M) of 30 items with four factors: mathematical curriculum content, mathematical attitude, mathematical test, and environment. As a math anxiety factor for middle school students, MASS-M was developed, which includes mathematical anxiety factors such as mathematical test factor and environmental factor, especially mathematical curriculum content factor describing mathematical treatment, and mathematical attitude factor describing psychological treatment. MASS-M, derived from this study, is a standardized scale for measuring math anxiety in middle school students and is expected to serve as the basis for maintaining consistency in research on math anxiety in middle school students and developing programs to treat math anxiety in middle school students.

A Psychological Model for Mathematical Problem Solving based on Revised Bloom Taxonomy for High School Girl Students

  • Hajibaba, Maryam;Radmehr, Farzad;Alamolhodaei, Hassan
    • Research in Mathematical Education
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    • v.17 no.3
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    • pp.199-220
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    • 2013
  • The main objective of this study is to explore the relationship between psychological factors (i.e. math anxiety, attention, attitude, Working Memory Capacity (WMC), and Field dependency) and students' mathematics problem solving based on Revised Bloom Taxonomy. A sample of 169 K11 school girls were tested on (1) The Witkin's cognitive style (Group Embedded Figure Test). (2) Digit Span Backwards Test. (3) Mathematics Anxiety Rating Scale (MARS). (4) Modified Fennema-Sherman Attitude Scales. (5) Mathematics Attention Test (MAT), and (6) Mathematics questions based on Revised Bloom Taxonomy (RBT). Results obtained indicate that the effect of these items on students mathematical problem solving is different in each cognitive process and level of knowledge dimension.

A study on the correlation between mathematics anxiety and mathematics achievement in high school students (고등학생의 수학성취와 수학불안 간의 상관연구)

  • Lew, Kyounghoon;Hwang, Sunwook
    • The Mathematical Education
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    • v.58 no.3
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    • pp.337-346
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    • 2019
  • The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

Mathematics Anxiety Analysis using Topological Data Analysis (위상수학적 데이터 분석법을 이용한 수학학습 불안 분석 사례)

  • Ko, Ho Kyoung;Park, Seonjeong
    • East Asian mathematical journal
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    • v.34 no.2
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    • pp.177-189
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    • 2018
  • Recently, Topological Data Analysis (TDA) has attracted attention among various techniques for analyzing big data. Mapper algorithm, which is one of TDA techniques, is used to visualize the cluster diagram. In this study, students were clustered according to the characteristics and degree of mathematics anxiety using a mapper, and students were visualized according to mathematics anxiety. In order to do this, Mathematical Anxiety Scale (Ko & Yi, 2011) in the aspect of mathematical instability in terms of teaching - learning, ie, Nature of Mathematics, Learning Strategy, Test/Performance is used. And the number of questions that measure the anxiety of mathematics can be extracted by extracting the most relevant items among the items that measure the anxiety of mathematics.

A Study on the Relativity of Mathematical Anxiety Depending on the Types of Students' Characteristics (성격유형에 따른 수학불안 관련성 연구)

  • Ko, Ho-Kyoung;Park, Sang-Heui
    • Journal of the Korean School Mathematics Society
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    • v.10 no.3
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    • pp.369-384
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    • 2007
  • This study examined and compared the level of mathematical anxiety according to the types of students' characteristics based on the former research study showing that there exists a close relationship between characteristics and mathematical anxiety. The subjects of this study are 159 students enrolled in Chungnam Gongju and Kyunggi-do Ahnyang. They were categorized into groups following various standards such as preference index(E-1, S-N, T-F, J-P), ability & disposition, 16 types of characteristics. Then these were tested for types and the level of mathematical anxiety by the factors of mathematical anxiety. The results show that Type E students show the greatest anxiety in learning motivation, and Type N students in the pedagogy of teaching and loaming for the subfactor of mathematical anxiety. Further, Type NT students respond strongly to the pedagogy of teaching and loaming in psychological ability and disposition, which shows that mathematical anxiety and sub-factors of mathematical anxiety are closely somehow related.

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Relationship Between Mathematics Anxiety and Mathematical Achievement of Middle School Students According to Gender and Grade (중학생의 학년별 및 성별에 따른 수학불안과 수학성취와의 관계)

  • Hwang, Sunwook;Lew, Kyounghoon
    • Communications of Mathematical Education
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    • v.32 no.2
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    • pp.175-189
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    • 2018
  • The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of middle school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any differences in the mathematics anxiety and mathematical achievement according to gender and grade? secondly, are there any relationship between mathematics anxiety and mathematical achievement according to gender and grade? lastly, are there any mathematics anxiety predict to mathematical achievement according to gender and grade? The subjects of this study consist of 171(1st graders), 144(2nd graders), 272(3rd graders) students selected for a class of unit, in middle schools located in Seoul, Korea. In this study, for children's mathematics anxiety, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: firstly, mathematics anxiety and mathematical achievement have significant differences depending on gender and grade, secondly, mathematics anxiety and mathematical achievement have significantly related each other depending on gender and grade, lastly, the multiple regression analyses demonstrated that sub factors of mathematics anxiety were the significant predictors of mathematical achievement according to gender and grade.

Relationship Between Mathematics Anxiety, Interest and Mathematical Grades of High School Students According to Math Socialization (고등학생의 수학사회화 경험 수준에 따른 수학점수, 수학불안과 수학흥미도 간의 관계 연구)

  • Hwang, Sunwook;Lew, Kyounghoon
    • Communications of Mathematical Education
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    • v.33 no.1
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    • pp.21-34
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    • 2019
  • The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to math socialization, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any relationship among mathematical grades, mathematics anxiety, interest and math socialization? secondly, are there any math socialization mathematics predict to mathematical grades, mathematics anxiety, interest? lastly, are there any differences in the mathematical grades, mathematics anxiety, interest according to math socialization level? The subjects of this study consist of 479 students selected for a class of unit, in high schools located in Seoul and metropolitan area, Korea. In this study, for students math socialization, Jung(2002)'s scale was used. Mathematical anxiety & interest, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, pearson correlation and multiple regression. The major results of this study were as follows: firstly, math socialization, mathematics anxiety, interest and mathematical grades have significantly related each other, secondly, the multiple regression analyses demonstrated that sub factors of math socialization were the significant predictors of mathematical grades, mathematics anxiety and interest, lastly, mathematics grades, and mathematical anxiety and interest have significant differences depending on math socialization.

Development and Validation of Mathematics Self Efficacy Scale for Elementary Students (초등학생의 수학 자기 효능감 검사 도구 개발에 관한 연구)

  • Kim, Rina
    • Education of Primary School Mathematics
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    • v.23 no.2
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    • pp.63-72
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    • 2020
  • The purpose of this study is to develop a mathematics self-efficacy test tool for elementary school students based on the sub-factors of mathematical self-efficacy derived from current studies. In this study, I verified the validity and reliability of the test tool by statistically evaluating the results of applying the test tool to the 3rd-6th grade students. In this study, Principal Component Analysis was performed on the tool for measuring the self efficacy of mathematics for elementary school students. For the validity test, the mathematics anxiety status of the participants was measured. The mathematics anxiety who were known to have a negative correlation with the mathematical self efficacy. The mathematics self efficacy tool developed in this study consists of 16 items with three subcategories: master experience, social persuasions, and emotional and physiological state. The mathematical self efficacy test tool developed in this study is expected to provide grounds for diagnosing the mathematics self-efficacy status of elementary school students and looking for ways to improve it.

The Issues of the Elementary School Teacher Recruitment Examination (교대 수학심화과정에서 본 초등교원 임용고사의 문제점)

  • Lee, Eui-Won
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.3
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    • pp.659-680
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    • 2010
  • Under the banner "Toward Global Excellence in Teacher Education", Daegu National University of Education has strived for the single aim of excellence in pre-service and in-service for over fifty years. Specially the department of Mathematics education aims to develope students' mathematical power which is related to elementary school mathematical concepts & theories. However not a few of the students seem to have test-anxiety which is relate to teacher recruitment examination. In these view, we conclude that students must have been suffered from test anxiety. Consequently the results of the study are follow. $\cdot$ 2nd paper-pencil test of the elementary school teacher recruitment(2010) has been emphasized on statement of examinee logocal thought about all 10 subjects. $\cdot$ 3rd test of the elementary school teacher recruitment(2010) has been focused on only speaking english of examinee. Thus we conclude that these Recruitment Examination(2010) couldn't minimize the test anxiety of the students. Therefore next test of the elementary school Teacher Recruitment should contain on mathematical problem-solving in elementary school mathematics textbooks.

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