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http://dx.doi.org/10.7468/jksmee.2021.35.1.1

Analysis of Changes in Mathematical Anxiety of Elementary School Students: A Longitudinal Study  

Kim, Rina (Mogun Elementary School)
Publication Information
Communications of Mathematical Education / v.35, no.1, 2021 , pp. 1-14 More about this Journal
Abstract
Mathematics anxiety is a term for emotional and physical resistance to mathematics. Understanding students' mathematics anxiety is important not only in terms of improving mathematics academic achievement, but also in nurturing mathematics manpower necessary for the future society. In particular, mathematics anxiety is most likely to occur in elementary school, and it has a negative effect on subsequent learning. Therefore, it is important to understand the aspects of students' mathematics anxiety in elementary school. In this study, I presented the patterns of changes in students' mathematics anxiety over time and statistically verified them. As a result of a follow-up survey of 249 elementary school students' mathematics anxiety for 3 years from 4th to 6th grade, it was found that, rather than having a special pattern related to the formation of math anxiety, it may increase and decrease and vary depending on individual confirmed. Later, in this study, five patterns of Mathematics anxiety patterns were identified through statistical analysis. In addition, I confirmed that the students' interest about teachers' mathematics lessons was consistently influencing the change in mathematics anxiety. The results of this study will increase students' understanding of the formation of mathematics anxiety and can be used as basic data for the development of teaching and learning materials related to mathematics anxiety in the future and subsequent research.
Keywords
mathematics anxiety; mathematics attitude; longitudinal study; elementary school students;
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