Investigation of 8th Grade Students’ Mathematics Anxiety

Murat Üstaş, Ramazan Sağ
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Abstract

The aim of this research study is to determine how students define their anxiety about learning mathematics, to determine the symptoms of anxiety and to define how anxiety occurs. The phenomenology research design was used in the study. A semi-structured interview form was used as a data collection tool in the research. The data were analyzed through the content analysis. The study group of the research consists of four male and four female 8th graders in two public secondary schools in Uluborlu district of Isparta. According to the results, students predominantly defined mathematics anxiety as frightening/scary. Also, students identified the symptoms of mathematics anxiety mostly as the theme of physical/physical symptoms. Students stated that sociological, psychological and philosophical dimensions were effective in the emergence of mathematical anxiety. Some students expressed common views on the sociological dimension-psychological and psychological-philosophical dimension. The effects of mathematics anxiety have been examined under two titles as the effects related to the psychological and sociological dimensions. While the effects related to the psychological dimension are discussed in terms of course achievement and effects on themselves, the effects related to the sociological dimension are discussed in terms of their effects on their relationship with their family and friends.
八年级学生数学焦虑的调查
本研究的目的是确定学生如何定义他们对学习数学的焦虑,确定焦虑的症状,并确定焦虑是如何发生的。本研究采用现象学研究设计。本研究采用半结构化访谈形式作为数据收集工具。通过内容分析对数据进行分析。本研究的研究小组由伊斯帕塔省乌鲁伯卢区两所公立中学的四男四女八年级学生组成。根据结果,学生主要将数学焦虑定义为可怕的/可怕的。此外,学生认为数学焦虑的症状主要以身体/身体症状为主题。学生们表示,社会学、心理学和哲学维度在数学焦虑的出现中是有效的。部分学生对社会学-心理维度和心理学-哲学维度表达了共同的观点。数学焦虑的影响已经在两个标题下进行了研究,作为与心理和社会学维度相关的影响。与心理维度相关的影响是根据课程成绩和对自己的影响来讨论的,而与社会学维度相关的影响是根据对他们与家人和朋友关系的影响来讨论的。
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