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CHAPTER I
INTRODUCTION
Overview
Some will roll their eyes or let out a sigh. They give many reasons,
such as “It's too hard,” “I'm not good at math,” or “why do I even need
math?” Where does this attitude come from? The National Council of
There have been several studies on math anxiety (Ho, H., Senturk, D.,
Lam, A., Zimmer, J., Hong, S., Okamoto, S., Nakazawa, Y., Wang, C.,
2000; Ma 1999; Cates & Rymer, 2003) that have attempted to describe
they are not “math people” (Anderson, 2007). Maybe the student fell
particular grade level (Cates & Rymer, 2003). Maybe the students don’t
Dislike of Math
understand why they will need mathematics and don’t see the real
world connections. This study will focus why some students have such
be able to struggle through the classes and make good grades, but the
long-term effect will probably be that they will not pursue the subject
any more than they have to. They will certainly not pursue a career in
a math related field. If the reasons for this dislike can be determined,
about mathematics and in particular, if they dislike math, what are the
reasons.
manner.
Definition of Terminology
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Limitations
The survey used for this study was created by the researcher, and
was not validated. The students will take the survey during their math
class and may feel some pressure to respond positively. This may be
from their parents, the teacher or from their peers. Since the sample is
eighth grade students their maturity level may prevent them from
minimize this, the researcher will be present and administer the survey
confidentiality.
Summary
collected and chapter V will summarize the findings and give any
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CHAPTER II
LITERATURE REVIEW
Introduction
“I’m not good at math”, “I hate math” or “math is too hard” are
toward mathematics.
Math Anxiety
HO, Senturk, Lam, Zimmer, Hong, Okamoto, Chui, Nakazawa, & Wang
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2000). Several studies have proposed that math anxiety has two
(worry) (Meece, Wigfield, & Eccles, 1990; Wigfield & Meece, 1988; Ho
et al., 2000).
671 sixth grade students from China (211, 92 girls and 119 boys),
Taiwan (214, 106 girls and 108 boys), and the United States (246, 111
girls and 135 boys). The focus in this study was to address the
using a Likert scale and contained items in the cognitive and affective
third of the items were from textbooks, one-third from another cross-
national study, and the other third developed by the researchers. The
anxiety was inconsistent across the samples. China and U.S. samples
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interaction showed only Taiwan had significant effect with girls having
higher affective anxiety (p<.05). Taiwanese and U.S. girls had higher
only the main effect for nation was significant (p<.05). Gender and
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one and two. The Student Attitude Survey (SAQ) was used which
both math and English, and several other items. Most items were
variables were divided into three factors. The perceived math ability
ability and how well they were doing in math. The expectancies
measure consists of two items asking students how well they expected
math and to get good grades. The SAQ also includes an item asking
students to indicate whether they would take more math classes in the
was collected on each student for both years from school records. The
final grade for each year was used. The study suggests those students'
have the strongest direct effect on their anxiety and are stronger
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reactions to achievement.
71st percentile” (Ma, 1999, p. 528). This study suggests that there is a
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The learning hierarchy suggests that there are four stages of learning:
and divided into a low anxiety group and a high anxiety group. These
groups were then given a timed math probe with multiple operations
fluency between high and low anxiety groups. “Students with lower
anxiety completed more digits correct per minute an all probes. There
through high school and classes become more complex their anxiety
Motivation
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study included 108 freshman and sophomores from two suburban high
provides the subject a pager and throughout the day whenever the
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for mathematic ability, better grades for the first four years, and a
higher course level than those talented in other subjects. The results
1995, p. 173). This study suggests that teachers should create more
interest in mathematics.
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students not taking a mathematics course that year. All of the students
had taken the two required and any elective high school mathematics
in the same high school. “One teacher taught most of these courses.
fit into the big picture), alignment (how the curriculum fits with future
plans), and nature (abilities we’re born with). From the interviews, the
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students and teachers must discount the nature face and build
professionals to visit the classes and share how they use mathematics
Stipek, Salmon, Givvin, & Kazemi (1998) ask the question: What
diverse area. Three groups were formed. Two groups had expressed a
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participated. Each teacher was videotaped for at least two periods and
questionnaire twice: once before the intervention and once after the
were given at the beginning of the year and after the fractions unit.
the positive affective practices of the teacher. The effects were also
improvement and mastery over grades. The study suggests that the
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Jaime Escalante, the real-life hero of the film Stand and Deliver,
insists that he must teach his students for three years if they are
care and trust with each student. He shows steady concern for
English, how their home lives are going, what jobs and sports
we’d like it to be or when they have low moments (as we all do),
teacher. “Okay, if you say so. I’ll do it - just for you” (p. 191).
mathematics are developed early, are highly stable over time, and are
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Attitude
the study. The students were given the Inventory of Affective Aspects
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changes in science theory over time cause more good than harm). The
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results, there was an indication that junior high may be the most
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Summary
and attitude all play important roles in whether or not students will
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CHAPTER III
METHOD
Introduction
and how data will be collected and analyzed. It will state the purpose
of the study and the research question. Also discussed will be any
limitations of the procedure that may affect the outcome and how the
Purpose
suggests that students who dislike math will avoid taking higher level
math classes and may not seek careers in a math related field or any
field that will require math. The purpose of this study is to determine,
Research Question
Procedures
Subjects
northeast Tennessee school. The school has about 800 students and is
K-8. The school consists of mostly white (98%) low to middle income
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Tests/surveys
math class time. The survey did not ask for names or any other
request to sign. Once consent was obtained the survey was given. It
in the appendix.
Data Collection
The researcher collected data on the same day the survey is given.
Data Analysis
Debriefing
Limitations
The survey will be conducted during the normal math class time
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validated.
Summary
they dislike math and why. The survey will allow the reasons to be
math.
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CHAPTER IV
Introduction
The data are analyzed using various statistical methods and presented
Results
consent forms and were given the survey. The survey consisted of 14
Likert scale questions and three open-ended questions. The Likert scale
also indicates a strong negative attitude toward math for that specific
think you will make in this class?” which indicates the students
The students mean score for the 14 Likert scale questions was
with a negative attitude toward math expect worse grades than those
the need to change negative attitudes toward math. The results are
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Scatter Graph
100
90
80
70
Expected Grade
60
50
0 1 2 3 4 5 6
Mean of Scores (df=47, r=.704, p<.001)
Graph 1
Like vs Dislike
37%
63%
Graph 2
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Answer Comparison
3 Dislike
Answer Like
Agree
2 = 1, Disagree = 6
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Question
Graph 3
those students’ answers are now considered. For the students who
dislike math, there were many answers that were correlated. Some of
dislike math. The correlations are for each question compared to every
other question. For example, the first column shows the correlation of
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Questio
n 1 2 3 4 5 6 7 8 9 10 11 12 13
1 1
2 0.129 1
3 0.487 0.233 1
-0.04 -0.01
4 2 0.508 8 1
11 0.153 0.387 0.052 0.322 0.536 0.135 0.453 0.600 0.189 0.098 1
12 0.346 0.170 0.215 0.589 0.348 0.107 0.194 0.422 0.697 0.273 0.595 1
-0.00 -0.28
13 0.166 5 0.234 5 0.484 0.355 0.223 0.338 0.223 0.343 0.365 0.183 1
-0.12
14 0.025 0.159 0.280 0.354 0.261 0.068 0.311 0.111 0.342 0.196 0.282 0.401 5
-0.17
15 0 0.197 0.261 0.311 0.257 0.213 0.523 0.410 0.061 0.154 0.408 0.395 0.352
Table 1
(df=34, p<.05=.331, p<.01=.428. p<.001=.527)
research are discussed. First, “I don’t like math” had highly significant
hard”, “When taking a math test, I usually feel nervous and uneasy”
only take math courses that are required” (highly significant). Lastly, “I
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will only take math courses that are required” had significant
more advanced math”, and “I’m afraid to ask questions in math class.”
taken of the questions for which the students strongly agreed (1 on the
math
“I’ve had at least one year I fell behind in math” 5
“I’m not good at math” 4
“I will only take math courses that are required” 4
“When taking a math test, I usually feel nervous and uneasy” 3
“Math is too hard” 3
“Math is boring” 2
“I dread having to do math” 2
“I’m afraid to answer questions in math class” 1
Table 2
answers to the last two open-ended questions. For this analysis, all
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Less homework – 4
answers are:
on an important test”
we do algebra”
exam”
Summary
This chapter analyzed the data from the surveys. These results
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CHAPTER V
Introduction
Summary of Findings
The finding of this study was that 37 percent of the eighth grade
students who took the survey disliked math. This is a large percentage
and indicates how widespread the problem may be. Wilkins and Ma
math when they leave middle school and they get even less positive in
math.
students who did not like math and those that indicated they weren’t
students say they’re not good at math is may be that they had at least
one year they fell behind. Table 2 shows that 5 of the 18 students who
dislike math agreed strongly with that statement. Also, answers on the
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dread, or tension (Ho et al., 2000). The two questions: “I dread having
like math.”
to “Math is too hard”, “When taking a math test, I usually feel nervous
class”, and “I will only take math courses that are required” (highly
role in the students’ affective anxiety, future plans of the students, and
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attitudes will avoid taking math classes that are not required or
college and possibly to elect careers in a math related field” (p. 177).
The definition of dislike for this study is the desire to avoid math
question: “I will only take math courses that are required” had
were play more math games, have some fun activities, make it
and less homework. All of these suggestions address the results of this
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students seemed to like the idea and it would help them envision
where math fits in the “big picture.” The students were asked whether
they would like and/or use a homework “chat room” where the teacher
students seemed very receptive and excited about the idea. Since
popular with the students this may be an innovative way to get them
increased greatly over sixth or seventh grades. Thus, she felt she
students at all grade levels, but since a negative attitude toward math
motivation. The results of this study agree with the findings of Stipek et
toward math were higher when there was a focus on improvement and
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students feel comfortable and know they won’t be looked down upon
by the teacher or other students if they get the answer wrong or don’t
aren’t good at math and therefore don’t like math, teachers should
tutoring during class time or group work may help those students who
are falling behind. Math skills build on earlier skills and understanding
Limitations
The survey was conducted at only one school and only 49 of the
providing no diversity.
Summary
The results suggest that the reasons students dislike math are
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effectiveness.
Conclusion
With the widespread dislike of math and focus of government and the
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