Mathematics anxiety: history, theories, causes, and interventions
Notice bibliographique
Résumé
This dissertation examined the evolution, theory, and interventions for mathematics anxiety and is presented as a collection of four academic papers examining (University of Alberta, n.d.), experimenting with, and reflecting on mathematics anxiety. The focus of the first paper was to examine how mathematics anxiety has evolved including its definition and how it affects working memory. The outcome of that work resulted in a new theory explaining why some people experience mathematics anxiety. This examination of mathematics anxiety theory is presented in Chapter 2 of this dissertation and is the first of the\nfour papers comprising this dissertation. The focus of the second paper was to experiment with writing as a form of intervention to alleviate mathematics anxiety. Participants in this empirical study were all female preservice teachers who were randomly selected to three groups to engage in neutral, expressive, or positive expressive writing. There were no significant differences between the three groups but there was a significant difference between pre-service teachers’ mathematics ability and their mathematics anxiety. Also, the analysis of participants’ journal writing alerted a need to examine the duration of the writing intervention. This research on mathematics anxiety with pre-service teachers is presented in Chapter 3 of this dissertation and is the second paper in this dissertation which has been published. The focus of the third paper was on women who were registered in a return-to-work \nprogram and the purpose of this empirical study was to examine the benefits of expressive writing as an intervention for mathematics anxiety. These participants were also women. The analysis of the focus group and interview data revealed that participants benefitted from the expressive writing. An unanticipated outcome of this study focused on the connection between mathematics anxiety and test anxiety. This work is presented in Chapter 4 of this dissertation and has been submitted for publication. The fourth paper is presented in chapter 5 and is written in the form of a thought paper (Snell, n.d.), and represents the concluding chapter in this dissertation. This chapter draws together the literature, theories, and all findings presented in this dissertation as well as recent work in the field of mathematics anxiety. More specifically, this chapter highlights the complexity and multi-dimensional nature of mathematics anxiety and posits whether mathematics anxiety can be separated from test anxiety. This paper has also been published. The final chapter contains a reflection on my positionality as an adult educator, lifelong learner, and researcher. In this chapter, I describe how my learning has come full-circle.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,003 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».