Browsing by Subject "matematiikka-ahdistus"

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  • Mononen, Heidi (Helsingin yliopisto, 2018)
    The aim of this study is to investigate pre-service teachers' math anxiety and how it will affect their mathematical identity and overall teacher identity. This study tries to investigate which factors have influenced the formation of pre-service teacher's math anxiety, what kind of effect the class teacher education has had on math anxiety and what kind of capability the education has given to teach mathematics. Additionally, the study investigates how pre-service teachers' see their mathematical identity. Earlier studies have shown math anxiety and especially negative attitude towards mathematics is common among of pre-service teachers. Class teacher education has been found to be a significant factor to reduce math anxiety and to build up for stronger mathematical identity. The material of this study was collected by interviewing three pre-service teachers from Helsinki University on spring 2017. The interviews were based on half-structured theme interviews. The research material was analyzed by using the methods of content analysis with guiding theory. The analysis of research material was further specified by specific themes. Based on the results of this study it can be concluded that most significant factors which had affected the formation of math anxiety were the gaps in the basic contents of mathematics, the negative atmosphere of own school age mathematics lessons and lack of meaningfulness. The relevance of class teacher education regarding the math anxiety was significant and major changes among of interviewees took place in the changes of their mindset. Changes were noticeable both on the mental aspect as well as the change in the working methods. The interviewees felt their mathematical identity had become more positive because of class teacher education but they were aware of math anxiety was still affecting deep inside of them and thus reflecting on their overall teacher identity.
  • Pietilä, Meeri-Maija (Helsingin yliopisto, 2018)
    Previous studies have implied that math anxiety has negative impact on people's future. The purpose of this study, was to examine which factors explain and predict math anxiety. This study investigates factors which have arisen from previous studies and literature. It has been submitted that math attitudes, parents' attitudes, math skills, gender, hereditary factors, teaching methods and class atmosphere have an effect on math anxiety. The data used in this study, was collected by the Finnish National Agency for Education in 2008–2012 from Finnish students in sixth and ninth grade. The data was received from the Finnish Education Evaluation Centre. In the sixth grade analysis, multiple regression was utilised. Multilevel modelling was used on the ninth grade analysis. The longitudinal analysis from sixth to ninth grade was analysed by multiple regression. For all the analyses, regression models were fitted. Factors which were examined on sixth grade, were math attitudes, math skills and gender. On ninth grade the factors were all the previous, and parents' attitudes, teaching methods and study atmosphere in class. In the longitudinal analysis math anxiety on sixth grade was examined in addition to the sixth grade factors mentioned before. Sixth grade math anxiety was explained by self-efficacy, liking math, seeing math useful, math skills and gender. Ninth grade math anxiety was explained by self-efficacy, liking math, study atmosphere in class and gender. Sixth grade math anxiety, self-efficacy and liking math predict-ed the amount of math anxiety on ninth grade for both, girls and boys. Study groups differed only marginally from each other on math anxiety on sixth grade. On ninth grade they differed a bit more, but still the group explained only a little of the variance on math anxiety. Girls endure more math anxiety than boys on both grades. The most powerful explanatory factor of math anxiety is self-efficacy. Previous math anxiety is the prime predictive factor of math anxiety.
  • Eronen, Lasse; Portaankorva-Koivisto, Päivi; Hietalahti, Karoliina (2021)
    Matematiikka-ahdistuksen kohtaaminen ja siihen vaikuttamisen keinot ovat yhä korostuneemmin osa laadukasta matematiikan opetusta. Tutkimuskirjallisuutta niin matematiikka-ahdistuksen vaikutuksista kuin siihen vaikuttamisen keinoista on runsaasti. Sen sijaan kansallista tietoa siitä, millaisena juuri valmistuvat opettajat kokevat valmiutensa ahdistuksen kohtaamiseen on niukasti. Tässä tutkimuksessa selvitettiin haastattelututkimuksen keinoin, millaista on opintojensa loppuvaiheessa olevien opettajaopiskelijoiden tietämys matematiikka-ahdistuksesta ja siihen vaikuttamisesta, sekä millaisia toiveita heillä olisi teeman käsittelemiseksi opettajaopinnoissa. Analyysin perusteella opiskelijat kokivat olevansa kyvykkäitä kohtamaan matematiikka-ahdistusta ja etsimään siihen erilaisia vaikuttamisen keinoja itsenäisesti, mutta toivoivat, että koulutuksessa näitä keinoja tarkasteltaisiin selkeästi nykyistä enemmän.
  • Partanen, Mari (Helsingin yliopisto, 2018)
    Objectives: Mathematical skills are important in the age of rapid technological development. Yet some individuals experience anxiety while facing mathematical tasks in school or in their everyday lives. Math anxiety may lead to avoiding mathematical situations and educational choices related to mathematics, which has both personal and societal consequences. According to theory of planned behavior and expectancy-value theory parental attitudes predict students’ self-concept, attitudes and achievement. These relations have been studied thoroughly for decades in the field of education psychology. The aim of this study was to examine how mathematical literacy, mathematical self-concept and parents’ perceived valuation of math predict the variation in math anxiety. The main objectives were to explore the relation between mathematical self-concept and math anxiety and how parental attitudes towards mathematics affect this relation. The intention was to shed light on how parents might contribute to their child’s mathematical skills and how they could relieve the child’s math anxiety. Method: The data were collected by OECD for the PISA 2012 study from 15-year-old Finnish students. The data of the present study consisted of 8829 students. Mathematical skills were measured by the achievement in math tasks. Perceived parental attitudes, mathematical self-concept and math anxiety were assessed by self-report questionnaire including several items concerning each variable. Explorative factor analysis was used to explore the factor structure of the variables, while correlational analyses and hierarchical linear regression analyses were utilized to investigate the relations and interaction between them. Results and conclusions: Students with negative mathematical self-concept were more likely to be more math anxious. The negative mathematical self-concept predicted a stronger math anxiety when the parents considered mathematics as a valuable and important subject. Students with positive mathematical self- concept experienced anxiety as well if the parents considered math to be valuable and important, but not as strongly as their more negative peers. Low math achievement predicted higher math anxiety, but in the end mathematical self-concept turned out to be a stronger predictor for math-anxiety. The results were consistent with previous literature. In reducing students’ math anxiety the parents have at least a small role, but their indirect impact may be stronger for instance through affecting the development of students mathematical self-concept.