Reducing Math Anxiety in Elementary Students
Reducing Math Anxiety in Elementary Students
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Issue Date
2022-06
Authors
Medema, Marley
Journal Title
Journal ISSN
Volume Title
Publisher
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
Keywords
mathematics anxiety , instruction strategies , intervention strategies
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess