![]() ![]() On the other hand, if MA reduces maths performance, further research is required into remediation of MA, particularly methods which may be undertaken in the maths classroom. For example, if poor performance is seen to increase MA, computer-adaptive programs may offer a way to ensure that students do not experience excessive failure in their maths learning, by adjusting the difficulty level to an individual student’s ability (as in Jansen et al., 2013). Knowing the direction of the MA-maths performance relationship has further implications for education and psychology research. On the other hand, if poor performance causes MA, it is possible that alternative teaching methods could mitigate this. If the relationship is in fact in the other direction, such efforts are likely to be ineffective and it would be better to focus on alleviating MA to improve maths performance ( Beilock and Willingham, 2014). ![]() 29) note that some believe “math(s) anxiety is just another name for ‘bad at math(s) ”’ if policy-makers share this belief, to reduce students’ MA, effort and money will be targeted at courses to improve their maths. ![]() Furthermore, the question is not trivial, since it should feed directly into educational policy. However, studies attempting to elucidate the direction of the MA-maths performance link are in conflict ( Devine et al., 2012) and there is a paucity of longitudinal studies on the subject. Similar correlations have long been observed in non-maths specific anxiety, for example, between test anxiety and performance ( Mandler and Sarason, 1952). For example, two meta-analyses found correlations of −0.27 and −0.34 between MA and maths performance ( Hembree, 1990 Ma, 1999). There is broad consensus that MA is linked to poorer maths performance, with studies typically observing small to moderate negative correlations ( Ashcraft and Krause, 2007 Devine et al., 2012 Zakaria et al., 2012 Jansen et al., 2013). Mathematics anxiety can be defined as a state of discomfort around the performance of mathematical tasks ( Ma and Xu, 2004), and is generally measured using self-report trait anxiety questionnaires. This paper will review the extant literature to consider the possible models, and to provide greater insight into the nature of the MA-maths performance relationship. A pertinent question in mathematics anxiety (MA) research is whether MA causes poor maths performance, or whether poor maths performance elicits MA. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |