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Math Anxiety and Problem-Solving Strategies for Early Middle School Math Performance
PROCEEDINGS

, , Texas Woman's University, United States ; , University of North Texas, United States ; , Texas Woman's University, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Orabuchi, N., Yeh, C.J., Chung, C.H. & Moore, L. (2013). Math Anxiety and Problem-Solving Strategies for Early Middle School Math Performance. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4408-4416). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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Cited By

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