Reducing Math Anxiety in Elementary Students

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cityu.schoolSchool of Education and Leadership
cityu.siteRenton
cityu.site.countryUnited States
dc.contributor.authorMedema, Marley
dc.date.accessioned2022-07-06T22:01:08Z
dc.date.available2022-07-06T22:01:08Z
dc.date.issued2022-06
dc.description.abstractThis 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1844
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectmathematics anxiety
dc.subjectinstruction strategies
dc.subjectintervention strategies
dc.titleReducing Math Anxiety in Elementary Students
dc.typeCapstone
thesis.degree.disciplineElementary Education
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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