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2007-12-01
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Understanding and mastering mathematics is necessary for students to graduate from high school, pursue higher education, and is also critical in securing and retaining employment in the field of their choice. Driven by personal experience, difficulty with material, past performance, teacher behaviors and expectations, and language barriers, among several other noted causes, math anxiety affects more and more students each year. This thesis project examines current research and interventions in order to lessen or remove math anxiety, support academic success, and rebuild student confidence in an effort to assist learners in achieving mastery in mathematics. The study group was comprised of five, fifth-grade students from a rural school in Western New York. They were identified through state assessments, past performance and teacher observation, as well as their responses on a student survey, as being in need of intervention for math anxiety and extra instruction in mathematics. (A second group of five was used as a control group for the study.) Study data supports the positive effect of interventions to lessen student’s math anxiety and improve academic performance. Recommendations include incorporating computer games and programs to reinforce math skills and the use of AIS time to improve student’s basic math skills beginning in third grade.
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