Math Anxiety: instrument validation, expansion of findings, and implementation of intervention and reversal strategies

• Grant number: 12/23206-0
• Support Opportunities: Scholarships in Brazil - Doctorate
• Effective date (Start): May 01, 2013
• Effective date (End): September 30, 2016
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Monalisa Muniz Nascimento
• Grantee: Alessandra Campanini Mendes
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

The math anxiety is characterized by a specific set of unpleasant physiological reactions, as well as cognitive and behavioral responses before any mathematical stimulus or contingecies during learning math. In Brazil there are few studies about the identification of different degrees of math anxiety on students at different educacional levels. Mendes (2012) conducted the firts systematic study on the issue by applying a mathematics anxiety scale built on his dissertation. The scale was administered to 1106 students in elementary and middle school. In the results of the Student Test and Anova, the analysis indicated a significant difference between the mean responses of students in the school system (p=0,001) and time (p=0,018). No significant differences in the variables: gender (p=0,104), education level (p=0,476), grade (p=0,154), age (p=0,064). The results of the chi-square test indicate that high levels of anxiety occur in 12 of the 24 scale situations and these situations do not indicate punishment, which may be related to teaching methodologies employed and individual history of learning mathematics. From the results of Mendes, the present study aims to validate the Math Anxiety Scale; compare responses of students within each variable, with scoring scales directed to each of them; check the history of students grades with high or extreme degree of anxiety for stablish relationship between math anxiety and academic performance. Futhermore, we intend to verify if these students have difficulties in other school subject matters; evaluate the effectiveness of intervention and reversal strategies applied to students with high levels of anxiety, by working together student/ school/ family.