Factors influencing math anxiety: An investigative study and assessment of students' attitudes toward the language of mathematics as it relates to math anxiety

Abstract

Scope of Study: This dissertation investigates the effects of the language of mathematics as a contributing factor in math anxiety. A language attitude inventory and application inventory were developed in order to assess students' feelings toward the language of mathematics and also to assess the students' skills to solve problems involving mathematical language. Anxiety levels were considered to be high if the student scored below the mid-point on the language attitude inventory and low if the student scored above the mid-point level. Application skills were considered high if the student scored above the mid-point on the application inventory and low if they scored below the mid-point. The 202 subjects for this study included all the students in the sixth and seventh grades of a public school.

Findings and Conclusions: A significant relationship exists between anxiety toward the language of mathematics and mathematics application in both sixth and seventh grades. Lower levels of anxiety tend to be associated with higher levels of application while higher levels of anxiety tend to be associated with low scores on application. Sixth-grade females scored lower on anxiety levels and higher on application skills than the seventh-grade females. The sixth-grade females scored significantly higher on levels of application when compared to sixth-grade males; however, there was not a significance difference in the application skills of seventh-grade males and females.