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Mathematics anxiety as a variable in the constructivist approach to the teaching of secondary school mathematics

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dc.contributor.advisor Van Rooy, M. P. (Martinus Paul), 1948- Hawkey, Peter Leonard 2015-01-23T04:24:46Z 2015-01-23T04:24:46Z 1995-11
dc.identifier.citation Hawkey, Peter Leonard (1995) Mathematics anxiety as a variable in the constructivist approach to the teaching of secondary school mathematics, University of South Africa, Pretoria, <> en
dc.description.abstract Mathematics anxiety is a personal characteristic which is widespread and continuing. It has a debilitating effect on mathematics performance and contributes to perceptions and attitudes that perpetuate a dislike for mathematics and a lack of confidence when dealing with mathematical problems. An investigation of relevant literature on mathematics anxiety identifies sources and symptoms and emphasises a need for a comprehensive approach to remediation. The historical development of an appropriate measuring instrument is documented and statistical evidence is used to create a mathematics anxiety rating scale suitable for measuring anxiety levels of secondary school pupils and student teachers. The extensive literature interest, research publications and remedial programmes emphasise the problem of mathematics anxiety and thus the need for a comprehensive approach to remediation. Mathematics teaching and curriculum design is expounded to provide the necessary direction to the alleviation of mathematics anxiety. General perspectives on curriculum design are discussed and a cyclical systems approach is recommended. Elements of this approach are detailed and are linked to important personal characteristics to add a humanistic and socio-cultural view of curriculum design in mathematics. The didactic viability of constructivism as an approach to mathematics curriculum design is investigated. Constructivism embodies a philosophy and a methodology which addresses the critical aspects influencing mathematics anxiety. Classroom topics and activities are reviewed in terms of a constructivist approach and the sources of mathematics anxiety are discussed from a constructivist perspective. A longitudinal case study of pupils during their five years at secondary school as well as a study involving student teachers was undertaken. Mathematics performance, perceptions, attitudes and levels of anxiety were investigated by means of tests, questionnaires, and mathematics anxiety rating scales. The statistical results of this research provide evidence to support a comprehensive approach to the remediation of mathematics anxiety. Constructivism is seen as the synthesis of critical aspects of teaching and curriculum development which will stem the perpetuation of mathematics anxiety. Constructivism provides the didactic approach to develop each individual's intellectual autonomy and mathematics power, by instilling a problem solving attitude and a self-confidence when doing mathematics. en
dc.format.extent 1 online resource (335 leaves)
dc.language.iso en
dc.subject Mathematics anxiety en
dc.subject Constructivist approach en
dc.subject Mathematics teaching en
dc.subject Mathematics curriculum en
dc.subject Secondary school mathematics en
dc.subject Systems approach en
dc.subject Situation analysis en
dc.subject Classroom environment en
dc.subject Understanding en
dc.subject Self-confidence en
dc.subject Communication en
dc.subject Social interaction en
dc.subject Problem solving en
dc.subject Radical constructivism en
dc.subject Social constructivism en
dc.subject Intellectual autonomy en
dc.subject Mathematics power en
dc.subject.ddc 510.712
dc.subject.lcsh Self-confidence en
dc.subject.lcsh Problem solving en
dc.subject.lcsh Classroom environment en
dc.subject.lcsh Social interaction en
dc.subject.lcsh Anxiety en
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- Psychological aspects en
dc.title Mathematics anxiety as a variable in the constructivist approach to the teaching of secondary school mathematics en
dc.type Thesis
dc.description.department Curriculum and Instructional Studies D. Ed. (Didactics)

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