The relationship between mathematics anxiety and mathematics learning level

Abstract

One of the most important factors in mathematics success is mathematics anxiety. For a long time, mathematics education researchers have focused on this. In this study, the differentiation status of mathematics learning levels and gender variables in terms of mathematics anxiety was examined. This differentiation examined internal factors: Mathematics ability, Beliefs regarding mathematics, and external factors; Parents, Teachers, Social Beliefs, and Social Effects. The survey research type, one of the quantitative research types, was used in this research. Two hundred and forty high school students were determined as participants in this study. The mathematics learning levels of these students were low (87 students), medium (116 students), and advanced (37 students). The mathematics anxiety scale was used as the data collection tool. As a result of the research, it was determined that there was no differentiation in all the mathematics learning levels, internal and external factors (p>.05), however, it was determined that there was a differentiation in some items of the scale (p<.05). However, it was determined that there was a differentiation in some of the internal factors (Parents, Teachers) in the gender variable (p<.05). It may be recommended that this research be conducted with different education levels and a wider range of participants in the future.

Keywords

• mathematics anxiety
• high sclool students
• mathematics learning level
• gender

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