Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools

Autor/in	Alkan, Vesile
Titel	Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools
Quelle	3 (2013) 3, S.795-807 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-393X
Schlagwörter	Foreign Countries; Elementary School Teachers; Mathematics Anxiety; Mathematics Instruction; Elementary School Students; Coping; Grade 4; Grade 5; Teaching Methods; Student Motivation; Relevance (Education); Review (Reexamination); Educational Games; Parent Role; Program Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Bewältigung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Relevance; Relevanz; Wiederholungsprüfung; Educational game; Lernspiel; Parental role; Elternrolle; Türkei
Abstract	This research is an investigation of 'reducing mathematics anxiety: the ways implemented by teachers at primary schools in Turkey'. This study is needed to understand the ways which teachers implement to reduce the level of anxiety that pupils face in mathematics. In order to get sufficient data a qualitative research methodology was preferred in this study. The sample which purposively selected was comprised of fifty teachers teaching 4th and 5th graders at primary schools in Turkey. The results revealed that to reduce pupils' anxiety in mathematics, teachers chose such ways as motivating pupils, making math relevant, reviewing the given topic by examples and exercises, using games and also getting support from parents. It was also found that while using these given strategies, teachers did not evaluate whether pupils' anxiety was reduced. It should be noted that the results of this study is limited with teachers' views and there is a need to look at pupils' views to get fruitful information about the topic and to structure the ways of reducing anxiety in mathematics based on views of both sides. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01