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dc.contributor.advisorAlagic, Maraen_US
dc.contributor.authorJohnson, Catherine Erinen
dc.date.accessioned2007-08-15T15:08:41Z
dc.date.available2007-08-15T15:08:41Z
dc.date.issued2006-12
dc.identifier.othert06087
dc.identifier.urihttp://hdl.handle.net/10057/650
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instructionen
dc.description.abstractThe purpose of this study was twofold: (a) to investigate the prevalence of mathematics anxiety among freshman Algebra I students in an urban, Midwestern high school, and (b) to find out if a pre-quiz and quiz intervention could reduce mathematics anxiety in one specific class. The Mathematics Anxiety Rating Scale for Adolescents (MARS-A) was the primary quantitative data collection instrument. Qualitative data were collected using the Mathematicsitude Survey, student reflections, and interviews. Findings from the MARS-A showed that 50% of students experienced a significant amount of mathematics anxiety, particularly associated with testtaking. However, there was a large amount of variation among scores. In the treatment class, a strategy of pre-quiz followed by the same or similar quiz the following day was used to build student confidence and thereby lessen anxiety. The strategy did not meet this objective as many students reported greater anxiety levels after the intervention than before. Qualitative probing did show that in some isolated cases the strategy worked very well.en
dc.format.extentviii, 55 leaves: digital, PDF file.
dc.format.extent219981 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsCopyright Catherine Erin Johnson, 2006. All rights reserved.en
dc.subjectMathematics educationen
dc.subjectMath anxietyen
dc.subject.lcshElectronic dissertationsen
dc.subject.lcshMath anxietyen
dc.subject.lcshMathematics -- Stady and teachingen
dc.titleAttitude or anxiety: mathematics disposition of high school algebra I studentsen
dc.typeThesisen


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