• Communications of Mathematical Education
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• v.35 no.3
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• pp.233-255
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• 2021

The purpose of this study is to develop math anxiety scale for middle school students for planning and implementing math anxiety treatment programs. In this study, we describe the process of developing and validating math anxiety scale for middle school students and detailing exploratory factor analysis and confirmatory factor analysis to verify construct validity. As a result of the study, we developed the Math Anxiety Scale for Middle School Students (MASS-M) of 30 items with four factors: mathematical curriculum content, mathematical attitude, mathematical test, and environment. As a math anxiety factor for middle school students, MASS-M was developed, which includes mathematical anxiety factors such as mathematical test factor and environmental factor, especially mathematical curriculum content factor describing mathematical treatment, and mathematical attitude factor describing psychological treatment. MASS-M, derived from this study, is a standardized scale for measuring math anxiety in middle school students and is expected to serve as the basis for maintaining consistency in research on math anxiety in middle school students and developing programs to treat math anxiety in middle school students.

• Journal of the Korean School Mathematics Society
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• v.15 no.3
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• pp.487-509
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• 2012

This study, in order to contribute to improvement of the affective domain for mathematics which is one of the largest issues of mathematics education, examined the background variables influencing mathematics anxiety of middle/high school students. As the result, the middle school students showed a greater level of anxiety than the high school students did, and especially the anxiety level according to environment factor and learning strategy factor was high. Also, male students showed overall a greater mathematics anxiety than female students did, and both group of students showed a higher anxiety level according to environment factor and learning strategy factor. Besides, the greater the time spent on private education was, the higher the mathematics anxiety level, and in test/performance factor, the group with low self-initiated learning time showed a higher level of mathematics anxiety compared to other two groups. Among four subfactors of mathematics anxiety test, the students overall scored lowest in anxiety for test/performance factor, and highest in environment factor.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.315-335
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• 2008

This study is to recognize importance of casing anxiety on mathematics for underachievers and to examine a plan to solve a problem with anxiety, by analyzing factors which make underachievers anxious on the mathematics. First, we analyze factors which make mathematical underachievers anxious on the mathematics. Second, we compare and analyze a level of anxiety on the mathematics and factors which cause anxiety on the mathematics according to their grade and gender. This study's participants were 308 mathematical underachievers at 4th, 5th, and 6th grade, studying at six different elementary schools in three different areas. The results of factors which make mathematical underachievers anxious on the mathematics obtained from the survey are as follows. First, in the top-category factor, mathematical underachievers are influenced by following factors in order, which are a mathematic subject, learner's attitude, environment, and a teacher. Second, in the factor of making students anxious on the mathematics according tn their grade, although the mathematic anxiety of students at 6th grade is higher than students at 4th and 5th grade, in the anxiety differences between the different grades. Third, in the factors which make the students anxious on the mathematics according to their gender, female students show more anxiety than male students. In summary, an anxiety of the underachievers at the elementary schools are different in the top and sub-category factor, according to their grades and their gender. It is shown that the underachievers feel more anxiety compared to normal elementary schools, and therefore the anxiety on the mathematics is one of the causes of under-achievement of the mathematics.

• Education of Primary School Mathematics
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• v.24 no.2
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• pp.71-81
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• 2021

In this study, I investigate the relationship between mathematics anxiety and mathematics teacher anxiety of elementary school teachers with integrated method. As a result of statistical analysis of the survey of 256 elementary school teachers, there was a statistically significant positive correlation between the two factors (r = .630, p <.05). The analysis show that teaching experience and degree may affect mathematics anxiety and teaching experience, degree, and teacher qualification may affect mathematics teaching anxiety. Subsequently I conduct a qualitative study focusing on interviews with 20 elementary school teachers. As a result of the analysis, I confirm that even if the mathematics anxiety is low, mathematics teaching anxiety may occur due to the teaching environment. As a result of the quantitative and qualitative analysis of this study, Korean elementary school teachers' mathematics anxiety and mathematics teaching anxiety might be regarded as separate factors. From the result of the study, I suggest that mathematics anxiety and mathematics teaching anxiety of elementary school teachers, each emotional state might be considered as independent emotional status. The implication of the study indicate that independent methods might be developed in order to prevent and treat mathematics anxiety and mathematics teaching anxiety in elementary school teachers.

• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.469-489
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• 2020

Middle school students are known to have high levels of math anxiety. According to the need for test tools that reflect the characteristics of today's middle school students, it was intended to develop a mathematical anxiety test for middle school students. Sub-factors of mathematical anxiety were established based on prior research and questions corresponding to each factor were produced. The suitability and validity of the questions were analyzed through two pilot tests. Then some of the questions were revised. This test was conducted on 255 middle school students using the revised questions, and the validity and reliability of the test tools were analyzed on 246 student responses. The final developed test tool consisted of 6 sub-factors and a total of 36 questions, and was intended to provide students, teachers, and parents with information about students' mathematical anxiety by providing criteria for the degree of anxiety.

• Journal of the Korean School Mathematics Society
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• v.13 no.3
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• pp.443-458
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• 2010

This study is about how differ math anxiety according to the features of brain preference. In order to solve questions, BPI test and math anxiety test were done to high school students in the second grade. The test sheets were analyzed by ANOVA and MANOVA using SPSS 14.0. The result was found out that math anxiety was high in the order of left-brain preferences, both-brain preferences, and right-brain preferences. High level of math anxiety among students with right-brain preferences seem to be influenced by the right brain which prefers emotional features. Therefore, students need to stimulate their left brain by writing and reading something a lot when they solve math questions. Also, teachers can lessen math anxiety of students by give them opportunities to solve step-by-step questions, using various visual teaching materials promoting students' reasoning ability which can help them solve questions in a systematic and analytic way.

• Communications of Mathematical Education
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• v.32 no.2
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• pp.175-189
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• 2018

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of middle school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. For this purposes, the problem of this study as follows: firstly, are there any differences in the mathematics anxiety and mathematical achievement according to gender and grade? secondly, are there any relationship between mathematics anxiety and mathematical achievement according to gender and grade? lastly, are there any mathematics anxiety predict to mathematical achievement according to gender and grade? The subjects of this study consist of 171(1st graders), 144(2nd graders), 272(3rd graders) students selected for a class of unit, in middle schools located in Seoul, Korea. In this study, for children's mathematics anxiety, Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: firstly, mathematics anxiety and mathematical achievement have significant differences depending on gender and grade, secondly, mathematics anxiety and mathematical achievement have significantly related each other depending on gender and grade, lastly, the multiple regression analyses demonstrated that sub factors of mathematics anxiety were the significant predictors of mathematical achievement according to gender and grade.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.205-224
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• 2016

Nowadays technological instruments are advanced to measure brain waves called EEG. Also, it is important to find some facts that cause students to have mathematic anxiety (MA) and to provide remedy programs to lessen their MA in order to help students cure MA that could contribute to negative self-efficacy toward mathematics and mathematical learning. To find how they change the MA level, a small group of 11 high school students in Suwon city participated for ten weeks at the remedy program based on students' levels of MA diagnosed by MASS instrument (Ko, & Yi, 2011) and proofread by 8 advisors who worked in related research areas. The results showed that the remedy program was effective to lessen students' MA and it should provide a long term period since some negative experiences were accumulated for a long time of his or her past schooling by others such as teachers, peers, and parents. EEG showed that students got better scores on a percent of correct answers and a reaction time and some student' EEG from a group HMA became smaller heights and width in comparison of the other groups.

• The Mathematical Education
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• v.58 no.3
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• pp.337-346
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• 2019

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.1
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• pp.89-106
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• 2006

The purposes of this study are to find out differences of the causes of mathematics anxiety in elementary school students according to the Grades and sex, and to find out which causes have more influence on achievement of mathematics and how much it is. For this purposes, the problems of this study are defined as follows: First, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the Grades? Second, are there any differences in the influences of each super-causes and sub-causes of mathematics anxiety according to the sex? Third, what relation do the super-causes of mathematics anxiety have to the achievement of mathematics? The conclusions of this study are as follows: First, mathematics anxiety is much more affected by the internal cause like the cause of student attitude than the external cause like the causes of circumstance and the cause of teacher. Second. mathematics anxiety is much more affected by a direct experience like the causes of a shortage of time and the causes of student interest than indirect experience like the causes of teacher's authority and the causes of the application of daily life. Third, the causes of circumstance and parent's attitude. its sub-cause, have greater influence on the female group than on the male group. Fourth, in the middle Gradess, the female group is more affected by the cause of student attitude and the cause of circumstance than the male group, but in the higher Grades. the differences disappear and those two become common causes of anxiety. Fifth, As the students go up to the next Grades in school, the cause of teacher, the characteristic of the curriculum and the cause of prejudice have more influence on the mathematics anxiety. Sixth, the causes of teacher, the causes of mathematical curriculum and the causes of student attitude among super-causes of mathematics anxiety have a negative effect on the achievement of mathematics. But the causes of circumstance have a positive effect on it. And also, the causes of mathematical curriculum among super-causes is much related to the causes of teacher and the causes of circumstance.