Impact of Conceptual and Procedural Knowledge on Students Mathematics Anxiety
Journal Title: International Journal of Educational Studies in Mathematics (IJESIM) - Year 2017, Vol 4, Issue 1
Abstract
The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The study sample consisted of 105 remedial mathematics students from four elementary algebra sections. Two of these four sections were under Conceptual treatment. The other two sections were under procedural treatment and served as the control group. Students’ mathematics anxiety was measured using the Mathematics Anxiety Rating Scale-Revised (Fennema and Sherman, 1976). To measure subjects’ conceptual and procedural knowledge, the participants completed two quizzes (a conceptual quiz and a procedural quiz) a week before the final exam. The study found that the conceptual treatment had more positive impact on students’ mathematics anxiety as compared to the procedural treatment.
Authors and Affiliations
Alioune Khoule, Nana Osei Bonsu, Hassan El Houari
Keywords
Related Articles
- EP ID EP471226
- DOI -
- Views 122
- Downloads 0
The Effect of High Literacy Demands in Mathematics on International Students
Project Maths is an ambitious reform of Irish post-primary education. It involves changes to what students learn in mathematics, how they learn it and how they will be assessed. There is a much greater emphasis placed on...
Is Cabri 3D Effective for the Teaching of Special Planes in Analytic Geometry?
This study aims to investigate the effects of teaching Analytical Geometry using the software Cabri 3D on teacher trainees’ ability to write the equation of a given special plane, to identify the normal vector of the pla...
A Multi- Variable Study of Primary School Pre-Service Teachers' Abilities to Generate and Solve Mathematical Modelling Activities
The perception of mathematics as a lesson that is generally vague and that has nothing to do with real life results in negative attitudes towards this lesson being formed and in overall failure. Therefore, what matters w...
Developing the Big Ideas of Number
The mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of primary and elementary teachers at all levels of experience is under scrutiny. This article suggests that content knowledge and the way...
Examining Patterns in Second Graders’ Use of Virtual Manipulative Mathematics Apps through Heatmap Analysis
This study examined 32 second-grade children’s interactions with six virtual manipulative mathematics apps on the iPad using a novel analysis approach called heatmap analysis. Mathematical topics of the six apps focused...