Session Information
24 SES 06 A, Early Years Mathematics Education
Paper Session
Contribution
Wood (1988) pointed out that “mathematics anxiety is a complex construct and is difficult to define and even more difficult to measure” (p. 12). Nevertheless, several attempts have been made to assess mathematics anxiety. During this period, an awareness of anxiety about mathematics arose, and mathematics anxiety was being defined (e.g. Gough, 1954). Next, studies focused on assessing attitudes toward mathematics through surveys that included several variables such as state-trait anxiety, confidence, enjoyment, misconceptions, and attitudes toward mathematics (e.g., Dutton & Blum, 1968). The Turkish MARS was administered to a group which included 200 elementary students. In this group, there were 48 male and 150 female. Two students did not report gender. Ages of the students ranged from 11 to 13.
Method
Expected Outcomes
References
Camp, C. C. (1992). A comparison of the math anxiety and math self-efficacy constructs. Unpublished doctoral dissertation, Virginia Commonwealth University. Dew, K. M. H., Galassi, J. P., & Galassi, M. D. (1984). Math anxiety: Relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior. Journal of Counseling Psychology, 31, 580-583. Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554. Rounds, J. B., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27, 138-149. Suinn, R. M. (1982). The Mathematics Anxiety Rating Scale for Adolescents. Fort Collins, Co: Rocky Mountain Behavioral Sciences Institute. Wood, E. F. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 8, 8-13.
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