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The Impact of Mathematics Anxiety on Computational Estimation between Different Contexts

Author: LiuXiaoZhen
Tutor: SiJiWei
School: Shandong Normal University
Course: Developmental and Educational Psychology
Keywords: Math anxiety Situational Estimate Reaction Correct rate
CLC: B842.3
Type: Master's thesis
Year: 2009
Downloads: 160
Quote: 7
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Abstract

Estimate is a common form of mathematical estimates, a new perspective in the study of arithmetic cognition, cognitive development is also very important to reveal individual arithmetic cognitive mechanisms and a more general sense. Daily life, transaction banking, shopping and other digital information processing requires the participation of the estimates. Therefore, further proved the estimate process and impact factors, the development system estimates training problems to be solved. Most people understood the concept of pure cognition and the angle of the external manifestations of the characteristics of the problem, the problem representation to explore the impact of the estimated factors, no studies on emotional factors estimated. Math anxiety as a negative emotion, not only affect the development of the emotions and feelings of the individual, but also affect the development of mathematical cognition. Math anxiety and mental arithmetic relations in recent years have shown that anxiety in arithmetic cognitive activities (such as digital processing, strategic choice, etc.) play an important role. Studies have shown that estimated scenario may reduce or increase the difficulty of estimating the conclusion is not consistent. In order to provide the basis for estimating training, this study used experimental methods to examine math anxiety to estimate the performance of pure digital and application problems in two different contexts. Domestic study of math anxiety focused on primary and secondary school students to explore the status of College Students' math anxiety relatively small, this study Plake Parker math anxiety scale survey of 417 college students, revised set of math anxiety of college students scale and effects of the current students of math anxiety situation. Finally, each extracted from the high, medium and low anxiety level group students to participate in a behavioral experiment from a whole proved to estimate math anxiety in the two situations affect the estimation process, and the effects of the size of the problem in the estimation of pure estimation and application questions effect. The results show that: (1) Revised Mathematics Anxiety Scale total of 21 topics, including two dimensions: the mathematics learning anxiety and math assessment anxiety. The scale has good reliability and validity. (2) college students in general mild math anxiety, math test anxiety dimension is the most obvious; students of the third year of college math anxiety was significantly higher than the first grade and second grade; math anxiety, gender differences are not significant. (3) Generally speaking, math anxiety in pure digital application questions to estimate both contexts estimates significantly. Reaction time from the point of view, the low level of math anxiety test reactions shortest and with high, moderate anxiety level differences significant; rate from the correct point of view, whether in the context of purely digital or application questions correct rate is the lowest of the high levels of math anxiety low anxiety level of the highest. (4) from the specific perspective on reaction indicators, in pure digital situational complexity title and both the difficulty of the subject in the context of the application questions on the average response time of the low level of math anxiety were significantly longer than high in mathematics level of anxiety, the of three anxiety level on a simple question in the context of pure digital difference was not significant; the correct rate indicators, only in the complexity of the subject, the correct rate for the low level of math anxiety were significantly higher than that of high anxiety, simple question on the difference was not significant. (5) scenario of estimating the correct rate significantly, significantly higher than the application questions contexts correct rate the pure digital contexts estimates correct. (6) estimate the correct rate of the different situations in the two kinds of difficulty on the subject of significant differences were in difficulty on the subject of the two kinds of problems in pure digital situational correct rate is not significantly different; in the context of the application questions in a The median x double-digit simple topic on the correct rate significantly higher than the double-digit × two-digit complex topic. Based on the above results, the following conclusions: (1) Students' math anxiety significant grade differences, gender differences are not significant. (2) high math anxiety and low math anxiety were in two different contexts state estimation and application questions estimation of pure digital, its accuracy and reaction time were significantly different, try the correct rate of the low level of anxiety was highest shortest reaction. (3) the situational impact estimates correct, the pure digital contexts estimates correct rate in the context of the application questions correct. Math anxiety only in the context of pure digital simple question on the main effect significant, in the context of the application questions, simple questions and complex questions of its main effects are significant. (4) is not found in pure digital situational estimate the effect of the size of the problem, the problem size effect is found in the the application questions situational estimate.

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