The hypothesis that a structured, sequenced, approach to mathematics
learning, based on the application of learnt facts, decreases mathematics
anxiety and increases mathematics achievement is tested. A literature study
and an empirical investigation were conducted with respect to the
relationships between maths anxiety, maths achievement and teaching
methods. A qualitative research design which focussed on the cross-case
analysis of different case studies was used.
The qualitative case study involves multiple methods such as interviews,
observations and a pretest, posttest design. It analyses and compares the
effects of the Kuman method, used as the intervention programme, on maths
anxiety and maths achievement of an experimental group and a control group.
The results of this research indicate that learners on the intervention
programme who showed a decrease in anxiety, showed an increase in
achievement. This has implications for the teaching methods used in South
Africa.Teacher EducationM. Ed. (Specialisation in Guidance and Counselling
