Maths Anxiety of High-grade Primary School Students and the Study of Educational Strategy
|Course||Curriculum and Pedagogy|
|Keywords||primary school high-grade maths anxiety self-efficacy family support educational strategy|
Maths anxiety refers to disturbance, tension, fear and other anxiety status and the corresponding physiological and behavioral responses when the students deal with numbers, use mathematical concepts, learn mathematical knowledge or participate in a maths test. In this dissertation, we take the high-grade primary school students as the subject of the study, to explore their maths anxiety status, characteristics, the causes and the influencing factors, ultimately to propose the educational strategies and measures of psychological interventions.This dissertation starts from the following empirical researches:Study one analyzes the structure of maths anxiety and its connotation, compiles the self-rating questionnaire of“Maths Anxiety of High-grade Primary School Students”. The conclusions are: Maths Anxiety of High-grade Primary School Students includes general negative moods of maths, test anxiety and the anxiety caused by others. The general negative moods of maths refer to the manipulation of the numbers and a kind of abstract maths anxiety, including the negative experiences and the corresponding physiological responses; maths test anxiety refers to the expectation and participation of a maths test anxiety; the anxiety caused by others refers to the pressure or the competition from others.Study two examines the different levels of maths anxiety of the students to know if they have differences in academic achievement, maths self-efficacy and family support, explore the influencing factors and the consequences of the maths anxiety. The conclusions of are: (1) the high-level maths anxiety students are significantly lower than students with low-level maths anxiety in maths self-efficacy; (2) there is no difference for family support in questionnaire scores between the high-level maths anxiety and the low-level maths anxiety students, but there are differences in the types; (3) girls’maths anxiety levels are significantly higher than boys’, but their maths self-efficacy were lower than boys’;(4) maths anxiety affects maths academic achievements through maths self-efficacy.Study three explores several high-level maths anxiety students to collect more information about the factors of maths anxiety of primary students through interviews, observations and qualitative studies. The conclusions are: high-level maths anxiety student have low self-evaluation, while the family education type is traditional and rigid, results-oriented which give the students an even greater pressure in the maths learning. Based on the above findings, this dissertation considers that the traditional mode of family education, boring rigid mathematical teaching form and a single evaluation approach cause negative impacts in the pupils’maths learning. As a result, we should concern more about the students’academic emotions during studying and make appropriate educational measures and psychological interventions: (1) infiltrate mental health education during the mathematics teaching; (2) institute pertinence measures to improve students’maths anxiety; (3) enhance students’study self-efficacy; (4) enhance family support to change the maths anxiety.The study on maths anxiety of primary students can help us find out its characteristics and causes and further explore the process of children’s mathematical thinking and optimize the foundations of mathematics teaching reform in China; on the other hand, it can provide an empirical basis for mental health education.