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On the importance of affective dimensions of mathematics education

100%
Pieronkiewicz B.
Didactics of Mathematics
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2014
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issue 11(15)
13-24
EN
In one of his latest articles, Fortus (2014), points out that “when one considers the centrality of affect to teaching and learning and the broad range of topics that are related to affect, it is concerning that it has received relatively so little attention” (Fortus 2014, p. 821). In order to support his position, he provides an overview of the research on affect in science education that has been published in several journals (JRST, SciEd, and IJSE) between 2001 and 2011. The author also hypothesizes why affect has been under-attended to by the science education research community so far. And the conclusion he arrives at is that affect remains in the shadow of researchers’ attention partly due to the existing “international trend towards standardization of schooling and high-stakes testing” (p. 822). The main purpose of this article is to emphasize that affect does play an important role also in learning mathematics and for this reason it should be considered as one of the core dimensions of mathematics education. The first part of this article provides examples of two phenomena: math anxiety and the underachievement syndrome in learning mathematics, where affective determinants are unquestionable. Subsequently, we shift the focus from these particular issues to the general description of what affect is, what meaningful concepts it contributes in the field of research on mathematics education, and how the research community can benefit from the approach it promotes. Finally, we present some new directions for researchers and teachers that may result in an increase of the quality and efficiency of both teaching and learning mathematics.
2
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Test and Math Anxiety: A Validation of the German Test Anxiety Questionnaire

100%
Schnell K., Tibubos A. N., Rohrmann S., Hodapp V.
Polish Psychological Bulletin
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2013
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vol. 44
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issue 2
193-200
EN
The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, & Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fi fth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A signifi cant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.
3
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How to measure math anxiety in young children? Psychometric properties of the modified Abbreviated Math Anxiety Scale for Elementary Children (mAMAS-E)

75%
Szczygieł M.
Polish Psychological Bulletin
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2019
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vol. 50
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issue 4
4
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Math Attitude and Math Anxiety of STEM Students Needs More Attention

75%
Szczygieł M.
Polish Psychological Bulletin
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2022
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vol. 53
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issue 3
5
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Edukacja matematyczna i lęk przed matematyką w percepcji młodzieży szkolnej

63%
Oszwa U., Szablowska K.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2018
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vol. 31
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issue 3
EN
The study in the field of educational psychology and pedagogy was focused on the perception of mathematics by high school students from grade I (n = 58) and grade III (n = 58) in the following aspects: 1) math anxiety, 2) parental involvement in mathematical education, 3) the usefulness of mathematics in everyday life and in the future, 4) gender stereotypes concerning mathematics, 5) the need to succeed in mathematics, 6) perception of math teacher. The research problem was centered on the differences in the perception of math with regards to the age and level of education. The main technique was the questionnaire, based on the Fennema-Sherman Mathematics Anxiety Survey – Short Form (Mulhern, Rae 1998). Differences in results were statistically significant in the perception of parental involvement in math education and the teacher of this subject. Applications for pedagogical practice suggest the need to strengthen the math teacher’s authority in the senior high school students.
PL
W badaniach z zakresu psychologii edukacyjnej i pedagogiki analizowano postrzeganie matematyki przez uczniów klasy pierwszej (n = 58) i trzeciej (n = 58) gimnazjum, biorąc pod uwagę: 1) lęk przed matematyką, 2) zaangażowanie rodziców w naukę matematyki, 3) użyteczność matematyki w życiu codziennym i w przyszłości, 4) stereotypy płciowe dotyczące matematyki, 5) potrzeby odniesienia sukcesu w matematyce, 6) percepcję nauczyciela matematyki. Problem badawczy dotyczył obecności różnic w postrzeganiu matematyki ze względu na wiek i poziom nauczania. Zastosowano technikę ankietową, której podstawą konstrukcji było narzędzie Fennema-Sherman Mathematics Anxiety Survey – Short Form (Mulhern, Rae 1998). Różnice wyników okazały się istotne statystycznie w zakresie postrzegania przez badanych zaangażowania rodziców w edukację matematyczną oraz percepcji nauczyciela tego przedmiotu. Wnioski dla praktyki pedagogicznej sugerują potrzebę wzmocnienia autorytetu nauczyciela matematyki w starszych klasach gimnazjum.
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Edukacja matematyczna w Polsce w świetle badań i wyników egzaminów zewnętrznych – wybrane aspekty społeczne

63%
Baczko-Dombi A.
Studia BAS
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2022
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issue 2(70)
95-117
EN
The aim of this paper is to describe the current state of selected mathematical achievements of Polish students and the most significant social aspects related to mathematical education and its role in the contemporary world. First, the importance of mathematical competences will be discussed with their role in the curriculum of young people entering the labour market. Then, a diagnosis of the state of mathematics teaching in Poland and the results of key educational research conducted in this field (mainly PIAAC, PISA, TIMSS, and the results of external exams in Poland) will be presented. Finally, the so-called non-cognitive aspects related to mathematical education, such as math anxiety or the role of stereotypes, will be discussed.
7

Lęk przed matematyką z perspektywy psychologicznej i edukacyjnej

63%
Cipora K.
Edukacja
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2015
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issue 1(132)
139–150
PL
W artykule dokonano przeglądu koncepcji i badań lęku przed matematyką oraz jego konsekwencji. Jest to jeden z istotnych czynników wpływających na poziom osiągnięć matematycznych. Ten specyficzny rodzaj lęku jest względnie niezależny od ogólnej lękowości. Podczas rozwiązywania zadań matematycznych u osób o wysokim poziomie lęku przed matematyką obserwuje się obniżenie pojemności pamięci roboczej oraz deficyty w zakresie hamowania poznawczego. W perspektywie długoterminowej osoby o wysokim poziomie tego rodzaju lęku unikają ścieżek kariery wiążących się z matematyką. Lęk przed matematyką koreluje z poziomem osiągnięć matematycznych, nie jest jednak tożsamy z niskim poziomem umiejętności. Interwencje zmierzające do redukcji tego lęku podnoszą wyniki w testach matematycznych. Nauczyciele edukacji wczesnoszkolnej cechują się podwyższonym poziomem lęku przed matematyką i często przenoszą go na uczniów.
EN
In this paper math anxiety and its consequences are characterized. Math anxiety is an important factor influencing math achievement. This specific type of anxiety is relatively independent of trait anxiety. When highly math anxious individuals solve math problems, their working memory capacity is restricted and their cognitive inhibition mechanisms are impaired. In the long-term, highly math anxious individuals avoid career pathways related to math. Math anxiety is also related to lower math achievement. Importantly, math anxiety is not equivalent to low math ability. Interventions aimed at reducing math anxiety lead to improvement in math achievement. It is worth noting that pre-service elementary school teachers are characterized by very high math anxiety, which may then be transferred to their pupils.
8
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Lęk przed matematyką przyszłych nauczycieli edukacji przedszkolnej i wczesnoszkolnej. Jak uczyć, kiedy sama się boję?

63%
Szczygieł M., Cipora K.
Problemy Wczesnej Edukacji
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2016
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vol. 12
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issue 2(33)
89-101
EN
Maths anxiety is considered to be one of the important predictors of maths achievements. Numerous studies indicate that a teacher’s maths anxiety as well as teaching methods may be one of the causes of maths anxiety in children. Data obtained from American college students indicate that students choosing majors in pre-service education are characterised by very high levels of maths anxiety. In the presented paper we aimed at comparing maths anxiety in female students – future pre-service education teachers and female students in other faculties. Our study shows that future pre-service teachers are characterised by considerably higher maths anxiety. The results are discussed in the context of possible interventions targeted on future teachers that may eventually lead to an increase in children’s maths achievements.
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