A Systematic Review Research: ‘Mathematics Anxiety’ in Turkey

Öz

The aim of this study was to conduct a systematic review research concentrating on studies regarding ‘Mathematics anxiety’. 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students’ achievement, self-efficacy and fear along with parents’ and teachers’ lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with ‘Mathematics anxiety’ with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.

Anahtar Kelimeler

• Mathematics Anxiety
• Systematic Review
• Causes of Mathematic Anxiety
• Reducing Mathematics Anxiety

A Systematic Review Research: ‘Mathematics Anxiety’ in Turkey

Abstract

The aim of this study was to conduct a systematic review research concentrating on studies regarding ‘Mathematics anxiety’. 59 papers were reanalyzed in order to answer the questions derived from the main aim in terms of the rules of systematic review method. These studies were reviewed and analyzed by taking account of their aims, designs, sampling and results. While doing this, the similarities and differences of the reviewed studies were also found. It was seen that most of these studies conducted with middle school students. It was also found that the majority of reviewed studies were designed according to quantitative approaches. The review shows that mathematics anxiety is resulted from students’ achievement, self-efficacy and fear along with parents’ and teachers’ lack of supports in mathematics. The results gathered from reviewed studies suggest that studies designed with approaches like qualitative and mixed-method and studies focused on various topics related with ‘Mathematics anxiety’ with different sampling are needed. In conclusion, this systematic review study provides some fruitful information for the area and so for the further studies.

Keywords

• Mathematics Anxiety
• Systematic Review
• Causes of Mathematic Anxiety
• Reducing Mathematics Anxiety

References

1. Adal, A. A., & Yavuz, İ. (2017). Ortaokul öğrencilerinin matematik öz yeterlik algıları ile matematik kaygı düzeyleri arasındaki ilişki [The relationship between mathematics self efficacy and mathematics anxiety levels of middle school students]. International Journal of Field Education, 3(1), 20-41.
2. Akçakın, V., Cebesoy, Ü. B., & İnel, Y. (2015). İki boyutlu matematik kaygısı ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması [Validity and reliability study of Turkish version of bidimensional mathematics anxiety scale]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 35(2), 283-301.
3. Akın, A., & Kurbanoğlu, İ. N. (2011). The relationships between math anxiety, math attitudes, and self-efficacy: A structural equation model. Studia Psychologica, 53(3), 263-273.
4. Akın, A., Kurbanoğlu, İ. N., & Takunyacı, M. (2011). Revize edilmiş matematik kaygısı değerlendirme ölçeği: doğrulayıcı faktör analizi çalışması [Revised mathematics anxiety rating scale: A confirmatory factor analysis]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) [Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education], 5(1), 163-180.
5. Aksu, Z., Özkaya, M., Gedik, S. D., & Konyalıoğlu, A. C. (2016). Mathematics self-efficacy and mistake-handling learning as predictors of mathematics anxiety. Journal of Education and Training Studies, 4(8), 65-71.
6. Alkan, V. (2009). The Relationship between teaching strategies and styles and pupils’ anxiety in mathematics at primary schools in Turkey. Unpublished PhD Thesis. The University of Nottingham.
7. Alkan, V. (2010). Matematikten nefret ediyorum! [I hate Mathematics!]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 28 (II), 189-199.
8. Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: kaygı ve nedenleri [One of the barriers to providing effective mathematics teaching: anxiety and its causes]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Journal of Education], 29(I), 89-107.

9. Alkan, V. (2013a). Reducing mathematics anxiety: The ways implemented by teachers at primary schools in Turkey. International J. Soc. Sci. & Education, 3 (3), 795-807.
10. Alkan, V. (2013b). Mothers and their relation with pupils’ mathematics anxiety. International Global Research Analysis, 2(4): 83-86.
11. Ashcraft, M.H. (1995). Cognitive psychology and simple arithmetic: A review and summary of new directions. Mathematical Cognition, 1, 3–34.
12. Ashcraft, M.H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. http://dx.doi.org/10.1111/1467-8721.00196
13. Aslan, D., Gürgah Oğul, İ., & Taş, I. (2013). The Impacts of preschool teachers' mathematics anxiety and beliefs on children's mathematics achievement. International Journal of Humanities and Social Science Invention, 2(7), 45-49.
14. Arslan, Ç., Güler, H. K., & Gürbüz, M. Ç. (2017). Ortaokul öğrencilerinin matematik kaygı düzeyleri ile öğrenme stratejileri arasındaki ilişkinin incelenmesi [Investigation of the relation between middle school students’ mathematics anxiety and learning strategies]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Education Faculty], 42, 123-142.
15. Aydın, E., Delice, A., Dilmaç, B., & Ertekin, E. (2009). İlköğretim matematik öğretmen adayların matematik kaygı düzeylerine cinsiyet, sınıf ve kurum değişkenlerinin etkileri [The influence of gender, grade and institution on primary school mathematics student teachers' anxiety levels]. İlköğretim Online [Elementary Education Online], 8 (1), 231-242.
16. Aydın, B. (2011). İlköğretim ikinci kademe düzeyinde matematik kaygısının cinsiyete göre farklılıkları üzerine bir çalışma [A study on secondary school students’ mathematıcs anxıety in terms of gender factor]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(3 ), 1029-1036.
17. Baloğlu, M. (2008). Üniversite öğrencilerinin öznel ve nesnel matematik kaygısı düzeylerinin ölçümlenmesi [Subjective and objective assessment of mathematics anxiety levels among college students]. Boğaziçi Üniversitesi Eğitim Dergisi [Boğaziçi University Journal of Education], 25(1), 1-7.
18. Baloğlu, M. (2010). An investigation of the validity and reliability of the adapted mathematics anxiety rating scale-short version (MARS-SV) among Turkish students. Eur J Psychol Educ, 25, 507–518 DOI 10.1007/s10212-010-0029-2
19. Baloğlu, M., & Balgalmış, E. (2010). Matematik kaygısını derecelendirme ölçeği ilköğretim formu’nun Türkçe’ye uyarlanması, dil geçerliği ve psikometrik incelemesi [The adaptation of the mathematics anxiety rating scale-elementary form into Turkish, language validity, and preliminary psychometric investigation]. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 10(1), 77-110.
20. Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan Eğitim Fakültesi Örneği) [The causes of mathematics anxiety in elementary preservice teachers and proposals for decreasing mathematics anxiety (The example of Faculty of Erzincan Education]. Erzincan Eğitim Fakültesi Dergisi [Erzincan University Journal of Education Faculty], 9(2), 131-144.
21. Bekdemir, M. (2009). Meslek yüksekokulu öğrencilerinin matematik kaygı düzeylerinin ve başarılarının değerlendirilmesi [Evaluation of vocational school student’s mathematics anxiety levels and achievement]. EÜFBED-Fen Bilimleri Enstitüsü Dergisi [Erzincan University Journal Science and Technology], 2(2), 169-189.
22. Bekdemir, M., & Başıbüyük, A. (2011). Sosyal bilgiler ve sınıf öğretmenliği programı öğrencilerinin matematik başarı ve kaygı düzeylerinin coğrafya başarısını yordaması [The prediction of the levels of mathematics achievement and anxiety of the social sciences and primary education students to their geography achievement]. GÜ, Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 31(2), 459-477.
23. Birgin, O., Baloğlu, M., Çatlıoğlu, H., & Gürbüz, R. (2010). An investigation of mathematics anxiety among sixth through eighth grade students in Turkey. Learning and Individual Differences, 20, 654–658.
24. Cemen, P. B. (1987). The nature of mathematics anxiety. (Report No. SE 048 689). Stillwater: Oklahoma State University. (ERIC Document Reproduction Service No. ED 287 729). Çatlıoğlu, H., Gürbüz, R., & Birgin, O. (2014). Do Pre-service Elementary School Teachers Still Have Mathematics Anxiety? Some Factors and Correlates. Bolema, Rio Claro (SP), 28 (48), 110-127.
25. Dede, Y., & Dursun, Ş. (2008). İlköğretim II. kademe öğrencilerinin matematik kaygı düzeylerinin incelenmesi [An investigation of primary school students’ mathematics anxiety levels]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uludağ University Faculty of Education], XXI (2), 295-312.
26. Delice, A., Ertekin, E., Aydın, E., & Dilmaç, B. (2009). Öğretmen adaylarının matematik kaygısı ile bilgibilimsel inançları arasındaki ilişkinin incelenmesi [An investigation of the relationship between epistemological beliefs and mathematics anxiety of student teachers]. Uluslararası İnsan Bilimleri Dergisi, 6(1), 361-375.
27. Doruk, M., & Kaplan, A. (2013). Sınıf ve ilköğretim matematik öğretmeni adaylarının matematik kaygılarının incelenmesi [Examining mathematics anxiety of prospective primary school and prospective primary mathematics teachers]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 21(4), (Özel Sayı-Special Issue) 1505-1522.
28. Doruk, M., Öztürk, M., & Kaplan, A. (2016). Ortaokul öğrencilerinin matematiğe yönelik öz-yeterlik algılarının belirlenmesi: kaygı ve tutum faktörleri [Investigation of the self-efficacy perceptions of middle school students towards mathematics: anxiety and attitude factors]. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi [Adıyaman University Journal of Educational Sciences], 6(2), 283-302.
29. Dreger, R., & Aiken, L. (1957). The identification of number anxiety in a college population. Journal of Educational Psychology, 48(6), 344-351.
30. Durmaz, M., & Akkuş, R. (2016). Öz belirleme kuramı perspektifinden matematik kaygısı, motivasyon ve temel psikolojik ihtiyaçlar [Mathematics anxiety, motivation and the basic psychological needs from the perspective of self-determination theory]. Eğitim ve Bilim [Education and Science], 41(183), 111-127.
31. Erden, M., & Akgül, S. (2010). İlköğretim öğrencilerinin matematik kaygısının ve öğretmen sosyal desteğinin matematik başarılarını yordama gücü [Predictive Power of math anxiety and perceived social support from teacher for primary students’ mathematics achievement]. Eğitimde Kuram ve Uygulama [Journal of Theory and Practice in Education], 6(1), 3-16.
32. Erdoğan, A., Kesici, Ş., & Şahin, İ. (2011). Lise Öğrencilerinin Başarı Güdülerinin ve Sosyal Kıyaslama Düzeylerinin Matematik Kaygılarını Yordaması. [Prediction of high school students’ mathematics anxiety by their achievement motivation and social comparison]. İlköğretim Online [Elementary Education Online], 10(2), 646-652.
33. Erten Tatlı, C., Atalan Ergin, D., & Demir, E. (2016). PISA 2012 Türkiye verilerine göre öğrencilerin matematik kaygısının sınıflandırıcıları [Classifiers of students’ mathematical anxiety according to PISA 2012 turkey data]. İlköğretim Online [Elementary Education Online], 15(2), 696-70. Doi: http://dx.doi.org/10.17051/ io.2016.20173
34. Gough, M. F. (1954). Mathemaphobia: Causes and treatments. Clearing House, 28, 290-294. Retrieved from http://www.jstor.org/stable/30176259
35. Gökbulut, Y., & Akdağ, M. (2016). Sınıf öğretmeni adaylarının üstbilişsel farkındalık ve matematik kaygı düzeyleri arasındaki ilişkisi [The relationship between preservice elementary teachers’ math anxiety levels and their metacognitive awareness]. Turkish Studies, 11(9), 461-474.
36. Gresham, G. (2010). A study exploring exceptional education pre-service teachers’ mathematics anxiety. Issues in the Undergraduate Mathematics Preparation of School Teachers, 4, 1-14. Retrieved from http://www.k-12prep.math.ttu.edu/
37. Hacıömeroğlu, G. (2013). Mathematics anxiety and mathematical beliefs: what ıs the relationship in elementary pre-service teachers? IUMPST: The Journal. 5 (Teacher Attributes), 1-9.
38. Hacıömeroğlu, G. (2017). Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students. Acta Didactica Napocensia, 10(3), 59-68.
39. Işıksal, M. Curran, J. M., Koç, Y., & Askun, C. S. (2009) Mathematics anxiety and mathematical self-concept: considerations in preparing elementary-school teachers. Social Behavior and Personality, 37(5), 631-644.
40. İlhan, M., & Öner Sünkür, (2012). Matematik kaygısı ile olumlu ve olumsuz mükemmeliyetçiliğin matematik başarısını yordama gücü [Predictive power of math anxiety, positive and negative perfectionism for 8th grade students’ mathematıcs Achievement]. Mersin Üniversitesi Eğitim Fakültesi Dergisi [Mersin University Journal of the Faculty of Education], 8(1), 178-188.
41. İlhan, M., & Öner Sünkür, M. (2013). Matematik kaygısının matematik başarısını yordama gücünün cinsiyet ve sınıf değişkenleri açısından incelenmesi [Investigation of predictive power of mathematics anxiety on mathematics achievement in terms of gender and class variables]. Gaziantep University Journal of Social Sciences [Gaziantep University Journal of Social Sciences], 12(3), 427- 441.
42. İlhan, M. (2015). The Predictive power of students’ perceptions of classroom assessment environment for their mathematics anxiety [Öğrencilerin sınıf değerlendirme atmosferine yönelik algılarının matematik kaygılarını yordama gücü]. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi [Ondokuz Mayis University Journal of Faculty of Education], 34(2), 1-21.
43. İşleyen, T. (2015). The Relationship between Secondary School Students’ Mathematics Anxiety and Self-regulation. Educational Research and Reviews, 10(5), 684-690.
44. Kaçar, M., & Sarıçam, H. (2015). Sınıf öğretmen adaylarının üstbiliş farkındalıkları ile matematik kaygı düzeyleri üzerine bir çalışma [The examination of the relationship between metacognitive awareness and math anxiety levels in pre-service primary school teachers]. Trakya Üniversitesi Eğitim Fakültesi Dergisi [Trakya University Journal of Education], 5(2), 137-152.
45. Karadeniz, İ., & Karadağ, E. (2014). Kırsal bölgelerdeki ortaokul öğrencilerinin matematik kaygı ve tutumları: korelasyonel bir araştırma [Mathematics anxiety and attitudes of secondary school students in rural area: A correlational research]. Türk Bilgisayar ve Matematik Eğitimi Dergisi [Turkish Journal of Computer and Mathematics Education], 5(3), 259-273.
46. Kesici, Ş., & Erdoğan, E. (2010). Mathematics anxiety according to middle school students' achievement motivation and social comparison. Education, 131(1), 54-63.
47. Kurbanoğlu, N. İ., & Takunyacı, M. (2012). Lise öğrencilerinin matematik dersine yönelik kaygı, tutum ve öz-yeterlik inançlarının cinsiyet, okul türü ve sınıf düzeyi açısından incelenmesi [An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades]. Uluslararası İnsan Bilimleri Dergisi [International Journal of Human Sciences], 9(1), 110-130.
48. Kurt, A., & Özel, M. E. (2013). İlköğretimde matematik kaygısına karşı “gerçekçi matematik eğitimi” yaklaşımı ve “geometri bahçesi”nin rolü [A cure for mathematics anxiety: “geometry garden” in the context of “realistic mathematics education” in elementary schools]. Çağ Üniversitesi Sosyal Bilimler Dergisi [Cag University Journal of Social Sciences], 10(1). 144-151.
49. Littell, J. H., Corcoran, J., & Pillai, V. (2008). Systematic Reviews and Meta-Analysis. UK: Oxford University Press.
50. Maloney, E., & Block, S. (2012). Math anxiety: who has it, why it develops, and how to guard against it. Trends in Cognitive Science, 16(8), 404-406.
51. Millar, J. (2004). ‘Systematic Reviews for Policy Analysis’, In S. Becker and A. Byrman (eds.), Understanding Research for Social Policy and Practice: Themes, Methods and Approaches, Bristol: Policy Press.
52. Oksal, A., Durmaz, B., & Akın, A. (2013). SBS’ye hazırlanan öğrencilerin sınav ve matematik kaygılarının bazı değişkenler açısından incelenmesi [An investigation into exam and maths anxiety of students preparing for SBS]. Cumhuriyet International Journal of Education, 2(4), 47-62.
53. Özdemir, E., & Gür, H. (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması [Validity and reliability study of mathematics anxiety apprehension survey (MASS)]. Eğitim ve Bilim [Education and Science], 36(161), 39-50.
54. Özdemir, E., & Sezginsoy Şeker, B. (2017). Prospective primary teachers’ mathematics anxiety-apprehension and its causes. International Education Studies, 10(11), 1-22.
55. Pamuk, M., & Karakaş, S. (2011). Sosyal bilimler öğrencilerinde matematik kaygısı: uzaktan eğitim ve kampüs öğrencileri üzerine bir çalışma. Ekonometri ve İstatistik, 14, 19–37. Peker, M. & Ertekin, E. (2011). The relationship between mathematics teaching anxiety and mathematics anxiety. The New Educational Review, 23(1), 213-226.
56. Peker, M. & Şentürk, B. (2012). İlköğretim 5.sınıf öğrencilerinin matematik kaygılarının bazı değişkenler açısından incelenmesi [An investigation of 5th grade studens’ math anxiety in terms of some variables]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi [Dumlupınar University Journal of Social Sciences], 34, 21-32.
57. Richardson, F.C., & Suinn, R.M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554. http://dx.doi.org/10.1037/ h0033456
58. Sarıçam, H., & Oğurlu, Ü. (2015). Metacognitive awareness and math anxiety in gifted students. Cypriot Journal of Educational Sciences, 10(4), 338-348.
59. Şimşek, H., Şahinkaya, N., & Aytekin, C. (2017). İlköğretim öğrencilerinin matematik kaygılarının ve matematik dersine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi [Investigation of the anxieties and attitudes of elementary school students towards mathematics with various variables]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED) [Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education], 11(2), 82-108.
60. Şad, S. N., Kış, A., Demir, M., & Özer, N. (2016). Matematik başarısı ile matematik kaygısı arasındaki ilişki üzerine bir meta-analiz çalışması [Meta-analysis of the relationship between mathematics anxiety and mathematics achievement]. Pegem Eğitim ve Öğretim Dergisi [Pegem Journal of Education and Instruction], 6(3), 371-392, http://dx.doi.org/10.14527/pegegog.2016.019
61. Taşdemir, C. (2013). Meslek yüksekokulu öğrencilerinin matematik kaygı düzeylerinin bazı değişkenler açısından incelenmesi [Evaluation of vocational school student’s mathematics anxiety levels in term of some variables]. BEÜ Fen Bilimleri Dergisi [BEU Journal of Science], 2 (2), 154-162.
62. Taşdemir, C. (2015). Ortaokul ögrencilerinin matematik kaygı düzeylerinin incelenmesi [To investigate the mathematic anxiety levels of secondary students]. Batman Üniversitesi Yaşam Bilimleri Dergisi [Batman University Journal of Life Sciences], 5(1), 1-12.
63. Torgerson, C. (2003). Systematic Reviews. London: Continuum International Publishing Group. Uysal, F., & Selışık, A. (2016). Lise öğrencilerinin matematik kaygı düzeylerinin çeşitli değişkenlere göre incelenmesi [An investigation about high school students’ mathematics anxiety level according to some variables]. AKU Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 9(1), 146-164.
64. Ünlü, M., Ertekin, E., & Dilmac, B. (2017). Predicting relationships between mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards mathematics and mathematics teaching. International Journal of Research in Education and Science (IJRES), 3(2), 636-645. DOI: 10.21890/ijres.328096
65. Wu, S.S., Willcutt, E.G., Escovar, E., & Menon, V. (2014). Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors. Journal of Learning Disabilities, 47(6), 503-514.
66. Yenilmez, K., Girginer, N., & Uzun, Ö. (2007). Mathematics anxiety and attitude level of students of the faculty of economics and business administrator; The Turkey Model. International Mathematical Forum, 2(41), 1997-2021.
67. Yılmaz, H. R., & Bindak, R. (2016). Ortaokul öğrencilerinde matematik başarısının matematik kaygısı, sınav kaygısı ve bazı demografik değişkenlerle ilişkisinin incelenmesi [Investigation of math success with math anxiety, test anxiety and some demographic variables in secondary school students]. MSKU Eğitim Fakültesi Dergisi [MSKU Journal of Education], 3(2), 30-42.
68. Yurt, E., & Kurnaz, A. (2015). Özel yetenekli öğrencilerin matematik öz-yeterlik kaynaklarının matematik kaygıları üzerindeki etkilerinin incelenmesi [An investigation of the effects of the mathematics sources of self-efficacy on talented students’mathematics anxiety]. Pegem Eğitim ve Öğretim Dergisi [Pegem Journal of Education and Instruction], 5(4), 347-360, http://dx.doi.org/10.14527/pegegog.2015.019
69. Zengin, Y. (2017). GeoGebra yazılımının matematik kaygısı ve matematik öğretme kaygısına etkisinin incelenmesi [The investigation of the effect of geogebra software on mathematics anxiety and mathematics teaching anxiety]. YYÜ Eğitim Fakültesi Dergisi [YYU Journal of Education Faculty], 14(1), 908-939. http://dx.doi.org/ 10.23891/efdyyu.2017.34