An Analysis of the Effect of Teacher's Behavior on Mathematics Anxiety and The Role of Intervention Programs

Abstract

Mathematics anxiety can lead to damaging impacts on the students, such as a decline in self-esteem as well as poor mathematics achievement. It is crucial for the teachers to address the mathematics anxiety during the middle school years. The purpose of this study was to analyze teachers' behavior on mathematics anxiety and the role of intervention programs. A survey was conducted with purposively selected 50 students belonging to the different schools in the United States. In addition, interview we performed with the selected teachers. The Data from the survey was entered in a computerized system and was analysed by SPSS (the statistical package of the social sciences) version 21. On the other hand, thematic analysis technique was applied to analyse the data from the interview. The findings of the study suggested that the behaviour of the teachers has a noteworthy role in alleviating or diminishing mathematics anxiety among the students. In addition, the teachers can implement various intervention strategies to minimize mathematics anxiety. More research should be conducted on the differences between the factor structures of math anxiety based on gender.

A Bibliometric Study on Mathematics Anxiety in Primary Education

“…and the internal causes include those that start from the individual themself (self-regulation ability, performance, etc.). Regarding the factors of external origin, it has been shown that the pedagogical strategies used in the classroom are directly related to students' levels of mathematics anxiety and mathematical performance [14]. In addition, the mathematics anxiety experienced by teachers represents a limiting factor in the development of mathematical competence in the classroom [15].…”