A small scale study into mathematical anxiety and its effects across gender with insight into the situations that enhance it

Student, A. (2016) A small scale study into mathematical anxiety and its effects across gender with insight into the situations that enhance it. Undergraduate thesis, University of Chichester.

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Abstract

This study investigated how mathematical anxiety effects differ across gender, with a look into situations that can enhance mathematical anxiety. The literature read suggested that girls have higher levels of anxiety than boys and also gave a lot of situations which can lead top anxiety, in and outside classrooms. The research was completed across year 7, 8, 9 and 10, in an English school, across all ability groups. Students completed a questionnaire; which was kept anonymous, only writing their class and gender. The results supported the reading that there is a noticeable difference between girls’ and boys’ mathematical anxiety, with girls being the higher overall. The literature suggests that this is due to inequality in expectation across gender, as girls in a lower set class had less anxiety due to less expectation. The situations that were seen to be most influential to mathematical anxiety was testing and answering questions in front of the class. Leading to the argument that there needs to be consideration for other assessment methods in mathematics. Furthermore, if teachers are going to ask questions to their pupils, they need to be sure that it is going to effect that pupil positively, otherwise their mathematical progress could be hindered. From the results, there is also an underlying suggestion that mathematical anxiety comes from only certain situations and is not focused on mathematics as a whole. For future research, it is suggested that anonymity should be made an option so that deeper research, like interviews, can also take place to gain further data.

Item Type: Thesis (Undergraduate)
Additional Information: BSc (Hons) Mathematics and Teaching
Uncontrolled Keywords: maths, mathematics, anxiety, gender
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: Departments > Education
Undergraduate Dissertations
Depositing User: Ruth Clark
Date Deposited: 11 Oct 2017 10:12
Last Modified: 11 Oct 2017 10:21
URI: http://eprints.chi.ac.uk/id/eprint/3046

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