Schools across the country face students who experience math anxiety in the classroom, leading to lower academic success and a negative feeling toward math. Research has shown that math anxiety is often linked to math achievement and gaps in learning and intervention can bridge those gaps in learning through intervention and lead to a reduction in math anxiety. This study aims to identify the effectiveness of incorporating intervention to decrease math anxiety and potentially increase student achievement. Based on a literature review on intervention’s impact on math anxiety and potential causes, a survey was distributed to a group of high school students at a rural, public school in Iowa, then after a period of intervention to support student’s learning in math, there was another survey administered to students. Analysis of the responses demonstrated that after intervention student’s math anxiety was lowered slightly. Further research is needed to evaluate specific math achievement and math anxiety regarding intervention compared to traditional teaching methods, and widening the participant group could strengthen the generalization of results.
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Schools across the country face students who experience math anxiety in the classroom, leading to lower academic success and a negative feeling toward math. Research has shown that math anxiety is often linked to math achievement and gaps in learning and intervention can bridge those gaps in learning through intervention and lead to a reduction in math anxiety. This study aims to identify the effectiveness of incorporating intervention to decrease math anxiety and potentially increase student achievement. Based on a literature review on intervention’s impact on math anxiety and potential causes, a survey was distributed to a group of high school students at a rural, public school in Iowa, then after a period of intervention to support student’s learning in math, there was another survey administered to students. Analysis of the responses demonstrated that after intervention student’s math anxiety was lowered slightly. Further research is needed to evaluate specific math achievement and math anxiety regarding intervention compared to traditional teaching methods, and widening the participant group could strengthen the generalization of results.