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Title

MATHEMATICS ANXIETY

Pages

  99-119

Abstract

 Mathematics ANXIETY had been found to be related to mathematics achievement. Recent studies have shown that high achievement in mathematics is related to low ANXIETY for students from school level to higher education. Maths ANXIETY is not an isolated Phenomen; it originate and persists within a complex learning process. It has its roots in the much larger, vague, and elusive construct of ANXIETY. In fact, maths ANXIETY has become a luphemism for debilitating test stress, Low self- confidence, fear of failure and negative attitudes toward mathmatics learning. It has been shown that lack of a foundation in mathematics and low mathmatics self-steem reinforces mathematics ANXIETY. In addition, mathematics ANXIETY has often been identified as a factor in the avoidence of mathematics, especially is females. Therefore, mathematical ANXIETY is a very common problem among students in mathematics courses and its effect in students performacne in class and exams should not be ignored by teacher. Severe maths ANXIETY must be accepted as very damaging, with serious long term effects. However research into classroom ANXIETY is uncommon in the mathematics education community, and few writers have discussed the interaction of emotional responses to learning mathematics. This paper has addressed several theoretical and empirical aspects of mathematical ANXIETY and some important questions have been discussed

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    APA: Copy

    ALAMALHOELA, H.. (2000). MATHEMATICS ANXIETY. JOURNAL OF PSYCHOLOGY AND EDUCATION, 5(1), 99-119. SID. https://sid.ir/paper/55787/en

    Vancouver: Copy

    ALAMALHOELA H.. MATHEMATICS ANXIETY. JOURNAL OF PSYCHOLOGY AND EDUCATION[Internet]. 2000;5(1):99-119. Available from: https://sid.ir/paper/55787/en

    IEEE: Copy

    H. ALAMALHOELA, “MATHEMATICS ANXIETY,” JOURNAL OF PSYCHOLOGY AND EDUCATION, vol. 5, no. 1, pp. 99–119, 2000, [Online]. Available: https://sid.ir/paper/55787/en

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