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Addressing mathematics anxiety : a case study in a high school in Brazil
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Para, Telma and Johnston-Wilder, Sue (2023) Addressing mathematics anxiety : a case study in a high school in Brazil. Creative Education, 14 (2). pp. 377-399. doi:10.4236/ce.2023.142025 ISSN 2151-4755.
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Official URL: http://dx.doi.org/10.4236/ce.2023.142025
Abstract
Mathematics Anxiety is debilitating and causes negative impacts on students’ academic lives. In this case study, we use Participatory Action Research methodology to address Mathematics Anxiety in a public high school in Rio de Janeiro (Brazil). An intervention was performed using tools such as the Growth Zone Model and the hand model of the brain in order to address anxiety and build Mathematical Resilience. The levels of Mathematics Anxiety were measured before and after the intervention using the revised MAS scale (MAS-R), and narrative records were made. The data indicate positive evidence in performing this kind of intervention, adding to the literature on building Mathematical Resilience and leading us to continue developing our practice as anxiety-informed teachers, and to recommend future interventions with bigger and more diversified samples.
Item Type: | Journal Article | ||||||
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Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education Q Science > QA Mathematics |
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Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||
Library of Congress Subject Headings (LCSH): | Mathematics -- Study and teaching (Secondary) -- Brazil, Mathematics -- Study and teaching -- Psychological aspects, Math anxiety , Educational psychology, Mathematics teachers, Learning, Psychology of | ||||||
Journal or Publication Title: | Creative Education | ||||||
Publisher: | Scientific Research Publishing, Inc. | ||||||
ISSN: | 2151-4755 | ||||||
Official Date: | 28 February 2023 | ||||||
Dates: |
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Volume: | 14 | ||||||
Number: | 2 | ||||||
Page Range: | pp. 377-399 | ||||||
DOI: | 10.4236/ce.2023.142025 | ||||||
Status: | Peer Reviewed | ||||||
Publication Status: | Published | ||||||
Access rights to Published version: | Open Access (Creative Commons) | ||||||
Date of first compliant deposit: | 31 May 2023 | ||||||
Date of first compliant Open Access: | 31 May 2023 |
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