International Electronic Journal of Mathematics Education

Mathematics really generates anxiety? Empirical Study in middle school students
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 1, pp. 88-97
  • Published Online: 26 Dec 2016
  • Article Views: 773 | Article Download: 957
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Córdova-Rangel A, Escalera-Chavez ME, Gasca SB. Mathematics really generates anxiety? Empirical Study in middle school students. Int Elect J Math Ed. 2017;12(1), 88-97.
APA 6th edition
In-text citation: (Córdova-Rangel et al., 2017)
Reference: Córdova-Rangel, A., Escalera-Chavez, M. E., & Gasca, S. B. (2017). Mathematics really generates anxiety? Empirical Study in middle school students. International Electronic Journal of Mathematics Education, 12(1), 88-97.
Chicago
In-text citation: (Córdova-Rangel et al., 2017)
Reference: Córdova-Rangel, Arturo, Milka E. Escalera-Chavez, and Samanta Briones Gasca. "Mathematics really generates anxiety? Empirical Study in middle school students". International Electronic Journal of Mathematics Education 2017 12 no. 1 (2017): 88-97.
Harvard
In-text citation: (Córdova-Rangel et al., 2017)
Reference: Córdova-Rangel, A., Escalera-Chavez, M. E., and Gasca, S. B. (2017). Mathematics really generates anxiety? Empirical Study in middle school students. International Electronic Journal of Mathematics Education, 12(1), pp. 88-97.
MLA
In-text citation: (Córdova-Rangel et al., 2017)
Reference: Córdova-Rangel, Arturo et al. "Mathematics really generates anxiety? Empirical Study in middle school students". International Electronic Journal of Mathematics Education, vol. 12, no. 1, 2017, pp. 88-97.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Córdova-Rangel A, Escalera-Chavez ME, Gasca SB. Mathematics really generates anxiety? Empirical Study in middle school students. Int Elect J Math Ed. 2017;12(1):88-97.

Abstract

The goal of this study was to identify the anxiety factors perceived by students toward mathematics and determine if they are gender related. The study is of quantitative and transversal type. The sample was comprised of 155 students belonging to two middle schools from the Cárdenas municipality in San Luis Potosí and a non-probabilistic sampling was used. The 12 question instrument corresponds to the anxiety construct from the Fennema & Sherman scale. An ANOVA analysis and an exploratory factor analysis were applied to the data obtained. The results show that students present a high level of anxiety, furthermore, they also show there is no significant difference between men and women to anxiety toward mathematics and the anxiety factors perceived as the cause of said anxiety are insecurity and lack of self-confidence. And finally, it is concluded that middle school level students perceive a significant level of anxiety regardless of gender. They also manifest a feeling of nervousness and confusion toward the discipline and would not find it in the least agreeable to take even more math courses.

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