3 research outputs found
Math anxiety and problem-solving strategies for early middle school math performance
[[abstract]]The purpose of this study is to explore math anxiety and problem solving
strategies using an experimental study to compare early middle school students’
math performance in two classrooms with and without a two week intervention using
the Brace and Flow Map problem solving strategy. An additional goal of the study is
to evaluate the two math anxiety assessments to determine which instrument better
reflects early middle school students’ math anxiety. The results revealed that the
gain scores of students’ math performances between the two groups did not yield
significant differences; however, the mean of the gain scores in the treatment group
accepting the problem solving strategy intervention was higher than the control
group. Based on statistical results, survey A regarding math anxiety displayed higher
reliability and consistency, but survey B was preferred from the students’
perspective. Research and educators can further examine the gap between statistical
analysis and students’ view of their math anxiety when they choose a problem
solving instrument[[notice]]補ćŁĺ®Ś