• 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.17 no.4
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• pp.589-611
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• 2014

Since most people experience mathematics anxiety(MA), the research on mathematics anxiety has been the main theme in the research of mathematics education. The study of brain science related to MA has recently been begun due to the advent of apparatuses so this study might have revisited MA as time passed and aimed to obtain realistic implications for the future study. For this purpose, we analyzed previous studies how to measure MA and how to develop the intervention to reduce MA. As the result, the researchers based on brain science studied the relevance of specific parts of the brain according to the degree of MA using only simple computational tasks. The research for developing the MA scale has upgraded how to measure both the cognitive and affective domains with more efficient ways. The research on intervention for MA has developed the programs using systematic desensitization, clinical counseling, STAD teaching method, writing methods, etc. However, we realized that more specified and reliable studies to solve the MA must be done in the future.

• Journal of the Korean School Mathematics Society
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• v.23 no.1
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• pp.111-127
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• 2020

In many studies, mathematics anxiety (MA) is a major factor affecting students' mathematical achievement (MC) and is reported to have a greater negative effect on female students. In the study, we developed a complex treatment program consisting of 10 lesson units, to reduce mathematic anxiety and applied it to 26 male and female students with high MA. For this purpose, we analyzed the differences between the two gender groups collected by the Math Anxiety Scale for Students(MASS) and Mathematical Achievement Scale(MCS) before and after. As a result of the treatment program, MA was decreased in both groups, but only female students scored higher in MC. The program that had been effective for both boys and girls in MA satisfied the main purpose of which was to treat MA with integrated mathematical and psychological aspects, and implied that additional procedures and guidance should be followed for boys' MC.

• Research in Mathematical Education
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• v.4 no.1
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• pp.1-22
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• 2000

The purpose of this study was to investigate the effects of using graphing calculators on students' understanding of the linear and quadratic function concepts. The populators of this study are tenth graders at high school in Seoul, one class for the treatment group and another class for the comparison group, and experiment period is 14 weeks including two weeks for school regular exams.Function tests used in the study was proposed which described a conceptual knowledge of functions in terms of the following components: a) Conceptual understanding, b) Interpreting a function in terms of a verbal experission, c) Translating between different representations of functions, and d) Mathematical modeling a real-world situation using functions. Even though the group test means of the individual components of conceptual understanding, interpreting, translating, mathematical modeling did not differ significantly, there is evidence that the two groups differed in their performance on conceptual understanding. It was shown that students learned algebra using graphing calculators view graphs more globally. The attitude survey assessed students' attitudes and perceptions about the value of mathematics, the usefulness of graphs in mathematics, mathematical confidence, mathematics anxiety, and their feelings about calculators. The overall t-test was not statistically significant, but the students in the treatment group showed significantly different levels of anxiety toward mathematics.