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A brief history of mathematical thought
Emblazoned on many advertisements for the wildly popular game of Sudoku are the reassuring words, \"no mathematical knowledge required.\" Anxiety about math plagues many of us, and school memories can still summon intense loathing. In A Brief History of Mathematical Thought, Luke Heaton shows that much of what many think-and fear-about mathematics is misplaced, and to overcome our insecurities we need to understand its history. To help, he offers a lively guide into and through the world of mathematics and mathematicians, one in which patterns and arguments are traced through logic in a language grounded in concrete experience. Heaton reveals how Greek and Roman mathematicians like Pythagoras, Euclid, and Archimedes helped shaped the early logic of mathematics; how the Fibonacci sequence, the rise of algebra, and the invention of calculus are connected; how clocks, coordinates, and logical padlocks work mathematically; and how, in the twentieth century, Alan Turing's revolutionary work on the concept of computation laid the groundwork for the modern world. A Brief History of Mathematical Thought situates mathematics as part of, and essential to, lived experience. Understanding it requires not abstract thought or numbing memorization but an historical imagination and a view to its origins. -- Provided by publisher.
Book
Mathematics Anxiety in Young Children: An Exploratory Study
This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor analysis indicated that mathematics anxiety in first grade is a multidimensional construct encompassing negative reactions, numerical confidence, and worry. Negative reactions were related specifically to foundational mathematical concepts whereas numerical confidence was related specifically to computation skill; worry was not related to any outcome. Levels of mathematics anxiety did not differ by sex or language background. Overall, negative reactions and numerical confidence were found to be the most salient dimensions of mathematics anxiety in this sample.
Journal Article
Math curse
When the teacher tells her class that they can think of almost everything as a math problem, one student acquires a math anxiety which becomes a real curse.
Book
The pre-service teachers' mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students
One of the aims of this study is to examine whether the worst experiences and most troublesome mathematics classroom experience affect mathematics anxiety in preservice elementary teachers. Another goal is to find out how the causes of their anxiety relate to these negative experiences. The participants were 167 senior elementary preservice teachers. Three different instruments were used to collect data; Mathematics Anxiety Rating Scale, Worst Experience and Most Troublesome Mathematics Classroom Experience Reflection Test, and Interview Protocol. The findings show that many preservice teachers have mathematics anxiety and that the worst experience and the most troublesome mathematics classroom experience have a direct influence on mathematics anxiety in pre-service teachers. Also, the majority of instances of participants' mathematics anxiety are caused by the teachers, their behavior or teaching approaches in their past.
Journal Article
Desarrollo y Validación de la Brief Math Anxiety Scale (BMAS) en Estudiantes Universitarios
Background:This study developed the Brief Math Anxiety Scale (BMAS), a brief version of the Shortened Math Anxiety Rating Scale (sMARS), maintaining its original three-factor structure, by applying item response theory. Method:The sMARS was administered to 1,349 undergraduates, along with other questionnaires to measure their math ability, trait and test anxieties, and attitudes toward mathematics. Results:Results showed that the original scale could be reduced to nine items (three for each subscale). We provided evidence of good psychometric properties: strong internal consistency, adequate 7-week test-retest reliability, and good convergent/discriminant validity. Conclusions:In conclusion, the BMAS provides valid interpretations and reliable scores for assessing math anxiety in university students, and is especially useful in situations with time constraints where the longer form is impractical.
Journal Article
Classroom-Based Mathematics Anxiety Among Students in Greek Secondary Education: A Perspective from Math Teachers
Mathematics anxiety experienced by students during their secondary education can significantly impact their mathematical performance, both at their current educational level and in higher education. The detrimental emotional effects of mathematics anxiety can impair students’ mathematical performance and even deter them from pursuing STEM-based university courses. Prior research emphasizes math teachers’ awareness as a fundamental mechanism to mitigate classroom-based mathematics anxiety in students, at the earliest possible stage. This study presents a measurement instrument designed to evaluate math teachers’ awareness of the implications of classroom-based mathematics anxiety on students’ mathematical performance within the context of Greek Secondary Education. Extended quantitative analyses, on the responses of 200 mathematics teachers, have revealed that according to them, there is a substantial correlation between classroom-based mathematics anxiety and students’ mathematical performance, with a pronounced impact observed, particularly among female students with math learning disabilities. Furthermore, the results indicate that both the gender and occupation level of mathematics teachers in Greek Secondary Education significantly influence their perspectives on the effects of mathematics anxiety on students. Such insights are pivotal in shaping effective strategies and interventions for tackling mathematics anxiety within the classroom environment.
Journal Article
Elementary prospective teachers’ visions of moving beyond mathematics anxiety
Previous studies of prospective elementary mathematics teachers’ mathematics anxiety have documented that many prospective teachers often worry about managing their repeated experiences of anxiety while developing their pedagogical and content knowledge to teach mathematics. The literature further indicates the importance of developing learning opportunities for prospective teachers to confront their past experiences while they (re)learn and learn to teach mathematics during methods courses. This study is situated within one such learning opportunity and seeks to analyze potential mathematics anxiety coping strategies generated by forty-eight prospective elementary teachers enrolled in a mathematical methods course. Written responses generated by the prospective teachers were subjected to qualitative thematic analysis to identify patterns of key ideas related to lesson planning for content they felt anxious and/or not confident about teaching and patterns focused on episodes of mathematics anxiety they might experience in the moment of teaching mathematics. Findings indicate that prospective teachers envision using between two and seven strategies grouped across eight coping strategy themes when given the opportunity to reflect on how they might deal with future instances of anxiety when they are tasked with teaching mathematics to their students. We highlight how some of the coping strategies that the prospective teachers envisioned as a means to cope with mathematics anxiety may have more potential to be helpful than others and present implications of our research for mathematics teacher educators.
Journal Article
The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis
The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = -.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical task that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students 'course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.
Journal Article
The Domain Specificity of Academic Emotional Experiences
The authors analyzed the domain specificity of emotions and focused on experiences of enjoyment, anxiety, and boredom in the domains of mathematics, Latin, German, and English. On the basis of assumptions in R. Pekrun's (2000; in press) control-value theory and findings of pilot studies, the authors hypothesized the existence of a largely domain-specific organization of emotional experiences. The sample consisted of 721 students from grades 7 to 10. Confirmatory multitrait-multimethod factor analysis of the 2-faceted dataset (emotions and domains) corroborated assumptions of domain specificity. Furthermore, using multilevel analysis, the authors found that emotions were significantly more domain-specific than students' grades, with enjoyment being the most domain-specific of the three emotions under investigation. The authors discuss implications for future research and practice.
Journal Article