Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia

Ersozlu, Zara; Uşak, Muhammet; Blake, Damian

doi:10.29333/ejecs/987

Cited by 4 publications

(3 citation statements)

References 56 publications

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“…Gresham (2007) established this in her seminal paper, 'A study of mathematics anxiety in pre-service teachers.' To add to this research and a number of other older research papers, relatively recent international studies support the notion (Ersozlu et al, 2022;Finlayson, 2014;Mizala et al, 2015;Peker & Ulu, 2018;Sloan, 2010;Soysal et al, 2022;Wilson, 2018). These studies from a range of countries have uncovered a range of reasons for this phenomenon.…”

Section: Sources Of Maths Anxiety In Pstsmentioning

confidence: 76%

Addressing Preservice Teacher’s Reasons for Mathematics and Test Anxiety

Ersozlu¹,

Blake²,

Uşak³

et al. 2022

EUROPEAN J ED RES

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<p>Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student’s maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some intervention strategies in reducing maths anxiety for initial teacher education systems. We used a mixed methodology in this research analysing both qualitative data along with some quantified data derived from qualitative data sources. The findings provide insights to causes of maths and test anxiety along with some intervention strategies that teacher educators can use in their future teaching.</p>

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Section: Sources Of Maths Anxiety In Pstsmentioning

confidence: 76%

Addressing Preservice Teacher’s Reasons for Mathematics and Test Anxiety

Ersozlu¹,

Blake²,

Uşak³

et al. 2022

EUROPEAN J ED RES

Self Cite

View full text Add to dashboard Cite

show abstract

“…So, the methods professors should find ways how to develop student teachers' confidence in math in their math methods courses through more hands-on activities. The math methods professor may consider problem-solving approaches in the math methods courses than heavily focusing on math content to enhance prospective teachers' efficacy (Ersozlu et al, 2022a). The problem-solving practices may also enhance their pedagogical skills.…”

Section: Discussionmentioning

confidence: 99%

Exploring the effect of student-teaching on elementary student-teachers’ math anxiety

Uddin

2022

INT ELECT J MATH ED

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This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers' math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze data. The findings of this study showed that a productive and satisfactory studentteaching experience could remove student teachers' math anxiety. In addition, elementary student teachers' poor student-teaching experiences negatively affected their motivation in teaching. This study also found that the mentors' role was a vital part of student teachers' success. This study concludes that the teacher education department and the school district need to work collaboratively to develop every elementary teacher's math teaching skill.

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“…Other studies also presented some other determinants of performance in mathematics. Ersozlu et al (2021) used a multi-group invariance analysis in exploring cross-cultural differences in mathematics anxiety. Hwang et al (2021) established that mathematics performance among students was influenced by social regulation-based online learning strategy.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest

Arthur¹,

Dogbe²

2022

EURASIA J Math Sci Tech Ed

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In the Sub-Saran Africa, mathematics is a key subject in the school curriculum and most countries consider it as must-pass subject to gain admission into tertiary institutions. This notwithstanding, students' performance in mathematics in a cause for concern. For example, the mathematics performance of Ghanaian students in 2021 West Africa Senior Secondary Certificate Examination (WASSCE), was lower than that of 2020. This indicates that the percentage of students to gain admission into the tertiary has reduced. This study therefore explored the role of motivation, peer assisted learning, quality of teaching and student interest on student performance in mathematics. The study design was a survey, with structured questionnaire being used for data collection. The population comprised of students pursuing their undergraduate degree at a public university in Ghana. Purposive and convenient sampling techniques were used in selecting 373 first year undergraduate students of Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), who studied on Kumasi campus. Data was gathered during lecture hours, after permissions were sought from the lecturers handling the classes at the time of data collection. The path analysis was by Structural Equation Modelling, by using Amos (v.23) software. It was concluded that students learning interest in mathematics partially mediated the relationships between mathematics learning motivation and performance in mathematics; as well as between mathematics teaching quality and performance in mathematics. The effect of peer assisted mathematics learning on performance in mathematics was however fully mediated by students learning interest in mathematics.

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Using Multi-Group Invariance Analysis in Exploring Cross-Cultural Differences in Mathematics Anxiety: A Comparison of Australia and Russia

Cited by 4 publications

References 56 publications

Addressing Preservice Teacher’s Reasons for Mathematics and Test Anxiety

Addressing Preservice Teacher’s Reasons for Mathematics and Test Anxiety

Exploring the effect of student-teaching on elementary student-teachers’ math anxiety

Enhancing Performance in Mathematics Through Motivation, Peer Assisted Learning, And Teaching Quality: The Mediating Role of Student Interest

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