• 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.

• Journal of the Korean School Mathematics Society
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• v.3 no.2
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• pp.99-109
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• 2000

There has been a considerable number of studies on aggressive behaviors and violences, but it is hard to find one that gives us clear and satisfactory answers with transparent conclusions. Juvenile aggressiveness seems to be caused by unsatisfied desire in the problematic situations and emotional instability. The aim of this study is to find out how emotional instability - especially mathematics anxiety - is correlated with aggressiveness and how aggressiveness affects mathematics proficiency, and thus to help students improve their academic proficiency by finding out appropriate measures to take in case of aggressive behaviors of students. Main tasks of this study are as follows : 1. To find out any correlation between aggressiveness of the experimental students and their mathematics proficiency. 2. Is there any correlation between aggressiveness and mathematics anxiety\ulcorner 3. Is there any correlation between aggressiveness and academic proficiency\ulcorner The conclusion of this study is as follows : 1. There are some negative correlations between the degree of mathematics anxiety and mathematics proficiency. This is mainly because negative emotional state developed from one's uneasiness for fear of failure disturbs one's learning process and thus weakens the will for achieving the task. 2. While aggressiveness doesn't show any significant correlations with academic proficiency, it does have some with mathematics anxiety.

• Education of Primary School Mathematics
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• v.21 no.4
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• pp.431-444
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• 2018

The purpose of this study was to develop and validate a mathematics anxiety scale for elementary students in South Korea. Based on the literature review, I developed two types of survey items measuring elementary students' mathematics anxiety. Teachers or students may use survey measurements selectively according to the students' participants in mathematics private institutions. In order to assess the reliability and validity of survey items, I conducted surveys with elementary students. The sample consisted of 300 elementary students in public elementary schools in Seoul. A total of 28 items were developed and examined for the internal consistence. The results showed that the proposed scale was appropriate to represent the mathematics anxiety of elementary students. The survey items of this study could be applied for assessing elementary students' mathematics anxiety regardless of their gender and age factors.

• 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.

• Journal of Educational Research in Mathematics
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• v.26 no.4
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• pp.791-818
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• 2016

This case study is performed to check the validity of cognitive behavioral therapy for high school students with mathematics anxiety. In order to find out whether it is effective or not, one female high school student who suffers physically and mentally from mathematics anxiety was selected and cognitive behavioral therapy was applied. The therapy is applied to her for 30 to 40 minutes, once a week, and for eight weeks. The main themes were: To understand my problem, To write down thinking log, To set up a plan for actions, To experiment actions, To change intermediate confidence, To change core belief. To check the validity, before and after the experiment, revised version of Heo(1996)'s assessment tools for mathematics anxiety was applied. The subject was interviewed and the results of the therapy were compared and analyzed. According to the research, the worst mathematics anxiety of the subject was test anxiety. After the procedure, the anxiety related to mathematics and teachers was lessened. Especially, the subject had changed her mind and become more positive and optimistic on solving difficult mathematics problems. Therefore, the effectiveness of cognitive behavioral therapy on mathematics anxiety was confirmed. It is required to construct special program - about cognitive behavioral therapy, interactions of cognitive-affective causes, and group therapy - and check the validity of it.

• Journal of Educational Research in Mathematics
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• v.9 no.2
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• pp.439-457
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• 1999

In this paper, we tried to find out what makes the students feel anxious to mathematics and the ways to decrease their anxiety by comparing two learning types, self-directed-learning and learning in a body, by means of continuous observation and interviews. To perform this study, two classes of self-directed-learning and other two classes of learning-in a body were chosen from the third year-students in Wando Middle School in Chollanamdo. In this study, we obtained the following results: 1. In high group in math grade, students in self-directed-learning are less anxious than students in learning-in a body. 2. In average group in math grade, students in self-directed-learning are much more anxious than students in learning-in a body. 3. In low group in math grade, both students in self-directed-learning and students in teaming-in a body feel anxious about math and there is no difference between them. 4. Anxiety about math hove positive influence on high group in math grade. 5. Anxiety about math have negative influence on average and low groups in math grade. Especially, low group students had no interests about mathematics because of their math anxiety. We observed that some students got over the math anxiety to some meaningful extent by means of interviews or appropriate advices, and became to have confidence and interests in mathematics.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.589-611
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• 2014

Since most people experience mathematics anxiety(MA), the research on mathematics anxiety has been the main theme in the research of mathematics education. The study of brain science related to MA has recently been begun due to the advent of apparatuses so this study might have revisited MA as time passed and aimed to obtain realistic implications for the future study. For this purpose, we analyzed previous studies how to measure MA and how to develop the intervention to reduce MA. As the result, the researchers based on brain science studied the relevance of specific parts of the brain according to the degree of MA using only simple computational tasks. The research for developing the MA scale has upgraded how to measure both the cognitive and affective domains with more efficient ways. The research on intervention for MA has developed the programs using systematic desensitization, clinical counseling, STAD teaching method, writing methods, etc. However, we realized that more specified and reliable studies to solve the MA must be done in the future.

• The Mathematical Education
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• v.52 no.3
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• pp.423-442
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• 2013

The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students' affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students' interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.

• Journal of the Korean School Mathematics Society
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• v.6 no.2
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• pp.127-142
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• 2003

This study was done to research and analyze the reasons why students feel anxious about learning mathematics. The aim of this study are to learn how to decrease the anxiety toward mathematics, and to find ways to give the learners confidence in their ability to study as well as increase their mathematical competence. The research method used was the development of a mathematics program through which the learners could have easy access to the mathematics to be studied.

• Research in Mathematical Education
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• v.19 no.2
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• pp.117-139
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• 2015

For the purpose of determining neurophysiological mechanism of math anxiety, we conducted an EEG measurement for 22 sixth grade elementary students including 11 students with high math anxiety (HMA group), and 11 students with low math anxiety (LMA group). We found that in HMA group, delta wave was significantly generated from the right frontal lobe, and in LMA group, four paths are clearly connected while they perform math tasks (right inferior occipital gyrus ${\leftrightarrow}$ left superior parietal lobule /left middle frontal gyrus ${\leftrightarrow}$ left inferior parietal lobule /left middle frontal gyrus ${\leftrightarrow}$ right inferior parietal lobule / right middle frontal gyrus ${\leftrightarrow}$ right inferior parietal lobule). According to the above results we suggest that math anxiety is related to emotions associated with pain, reduces working memory and has a negative effect on math performance.