The present study is an attempt to analyze the Mathematical Anxiety among student-teacher of district Sukkur of Sindh Pakistan. The aim of study was to analyze the causes of mathematics anxiety among student teacher, and to examine the relationship between mathematics anxiety and avoidance to teach mathematics.
Keep in view the topic of present research the mixed methods approach was employed. The quantitative data gathered through surveys while the qualitative data collected through interview protocol to help elaborate on the quantitative data. The sample of study comprises of students of B.Ed. program of district Sukkur and another tool was interview protocol. Data were gathered with the help of an online survey which was completed by 50 student-teachers and follow up face-to-face interviews with five of them. Quantitative data was analyzed in percentages and for qualitative (interviews) data was analyzed by using thematic approach. The findings show that the huge number of student- teachers have mathematics anxiety due to bad experience in Mathematics classroom experience caused by the teacher’s traditional attitude and traditional strategies of teaching.
Recommendations are made to decrease the development of mathematics anxiety among the student- teachers and break re-occurring cycle of anxiety. Teachers can do away with student’s misconception while teaching mathematics by using interactive approaches of teaching. While teaching math’s, the focus of teacher should be students leaning not teaching. More focus should be on formative assessment in Math’s classroom. Math’s should be presented as an enjoyable subject rather than a difficult subject.
Adeyemi, A. (2015). Investigating and Overcoming Mathematics Anxiety in In-service Elementary School Teachers.
Allen, D. S. (2001). Mathematics experience: Contributing factors to the math anxiety and avoidance behaviors of female elementary school pre-service teachers. Texas Tech University.
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205.
Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311-328.
Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180.
Chavez, A., & Widmer, C. C. (1982). Math anxiety: Elementary teachers speak for themselves. Educational Leadership, 39(5), 387-388.
de France, V. (1982). quarterly review of education.
Dodd, A. W. (1992). Insights from a math phobic. The mathematics teacher, 85(4), 296-298.
Finlayson, M. (2014). Addressing math anxiety in the classroom. Improving Schools, 17(1), 99-115.
Fiore, G. (1999). Math-abused students: Are we prepared to teach them? The mathematics teacher, 92(5), 403-406.
Fulya, Y. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 3(3).
Furner, J. M., & Duffy, M. L. (2002). Equity for all students in the new millennium: Disabling math anxiety. Intervention in School and Clinic, 38(2), 67-74.
Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24.
Greenwood, J. (1984). Soundoff: My Anxieties about Math Anxiety. Mathematics teacher, 77(9), 662-663.
Haralson, K. (2002). Math anxiety: myth or monster. Paper presented at the Presentation at National Council of Teachers of Mathematics Central Regional Conference. Paducah, KY.
Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29-38.
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.
Jameson, M., & Cassady, J. (2010). Math anxiety: Theoretical perspectives on potential influences and outcomes. Anxiety in schools: The causes, consequences, and solutions for academic anxieties. New York: Peter Lang Publishing, Inc.
Karp, K. S. (1991). Elementary school teachers' attitudes toward mathematics: The impact on students' autonomous learning skills. School Science and Mathematics, 91(6), 265-270.
Kieran, C. (1992). The learning and teaching of algebra. Handbook of research on mathematics teaching and learning, 390-419.
Kumari, S. (2015). AN INVESTIGATION INTO MATHEMATICAL ANXIETY AMONG STUDENTS AT SENIOR SECONDARY LEVEL. Indian Streams Research Journal, V(VII). doi: 10.9780/22307850
McAnallen, R. R. (2010). Examining mathematics anxiety in elementary classroom teachers: University of Connecticut.
McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of research on mathematics teaching and learning, 575-596.
NCTM. (2000). Principles and standards for school mathematics (Vol. 1): National Council of Teachers of.
Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 335-345.
Perry, A. B. (2004). Decreasing math anxiety in college students. College student journal, 38(2), 321-325.
Plaisance, D. (2009). A teacher’s quick guide to understanding mathematics anxiety. Louisiana Association of Teachers of Mathematics Journal, 6(1), 1-8.
Martinez, R. J. G. (19
In-Text Citation: (Mangi & Hussain, 2018)
To Cite this Article: Mangi, S., & Hussain, S. (2018). Analysis of Mathematics Anxiety among B.Ed. students: A Case Study. International Journal of Academic Research in Business and Social Sciences, 8(1), 100–116.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
