Reducing Math Anxiety in Elementary Students
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Authors
Medema, Marley
Issue Date
2022-06
Type
Capstone
Language
en
Keywords
mathematics anxiety , instruction strategies , intervention strategies
Alternative Title
Abstract
This classroom action research study sought to determine strategies for alleviating math anxiety in fourth grade students. The study used a survey, math assessment data, and observational field notes to analyze the effectiveness of affirmations and intentional interactions with students in reducing anxiety. Through comparing survey results and observation notes taken over a four-week period, this study found that intentional interactions alleviated anxiety during a task but did not have a long-term effect. Classroom environment and relationships with instructors, however, were found to have an effect over the course of the school year.
Description
Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess