Factors related to the presence of mathematics anxiety in school arithmetic lessons
Keywords:
Math anxiety; affective domain; cognitive domain; classroom practices; Learning school arithmetic.Abstract
We present the results of a study on factors associated with the presence of Anxiety about mathematics in mathematics classes in primary basic education. The methodological approach was that of state of the art. It was found that, Anxiety about mathematics is an educational and clinical problem of cross-cultural nature and omnipresent in the mathematics classroom, so it should not be confused with a psychiatric disorder; It can affect both students and teachers, especially when the affective component is loaded with negative emotions in front of the teaching-learning process of mathematics. In the case of teachers, it is possible that their self-efficacy decreases considerably causing anxiety about mathematics, a problem that will probably be inherited from their students, who will experience phobia for mathematics, which in turn will generate a reduction in achievement. The results in this study constitute a call to researchers to contribute with case studies, systems of categories of analysis based on theoretical approaches, systems of emerging categories based on situated studies, systems of research methodologies, among others. We are facing a scenario that calls for research and interdisciplinary cooperation of researchers in education and mathematics education.
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