ACTION RESEARCH ON MATHEMATICS PHOBIA AMONG SECONDARY SCHOOL STUDENTS
(1) Gobardanga Hindu College
(*) Corresponding Author
Abstract
The purpose of this study is to find out the causes of fear in the mathematics of eleventh-grade students and to find a solution. Action research is a method that has proven to be valuable as a problem-solving tool. It can provide opportunities for reflection, improvement, transformation, and solutions to learning. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers investigate several dimensions of Mathematics Phobia. Several research questions stand out: a) Find out how much is an error in the curriculum? b) Finding students' lack of interest in learning mathematics? c) Find out how students' attitudes toward teaching methods and d) Find out Error in the learning process. The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. The researchers selected 50 students from the 11th-grade class, of which 32 were male and 18 are female. Researchers formulated 12 questions and four Hypotheses. The methodology of the study is a mixed type involving interpretative, analytical study of documents, interview, survey questionnaire, observation, qualitative and quantitative data analysis, and study secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc. This study researcher using statistical method percentage & bar-graph & finally, meaningful suggestions are offered.
Keywords
Full Text:
PDFReferences
Adedayo, O. (1997). Mathematics phobia, diagnosis and prescription. National Mathematical Centre 1st Annual Lecture, Abuja.
Aseidu-Addo, S.K., & Yidana I, (2000). Mathematics teachers knowledge of the subject content and the methodology. Journal of the Mathematical Association of Ghana, 12.
Bessant, K. (1995). Factors associated with types of mathematics anxiety in college students. Journal for Research in Mathematics Education, 20(4), 327-345.
Charalambos, C., Philippou, G., & Kyriakides, L. (2002). Towards understanding teachers' philosophical beliefs about mathematics. Paper presented at the International Group for the Psychology of Mathematics Education (PME), Norwich UK.
Das, K., & Chowdhury. R. (2019). Analytical study on practice teaching of B.Ed. Students in B.Ed. department, Gobardanga Hindu College, under WBSU in India. International Journal of Scientific Research and Reviews, 8(2), 3882-3898.
Das, K., & Roy, D. (2019). Infrastructural facility faced by trainee teachers in new two years B.Ed. Programme in West Bengal. International Journal of Research in Social Sciences, 9(7), 210-222.
Das, K. (2019). Lack of mathematical knowledge in two-year B.Ed. programme: Indian Context. Research Journal of Educational Sciences, 7(3), 1-6.
Das, K. (2019). Pedagogical approaches in mathematics: Indian perspectives and practices. International Journal of All Research Writings, 1(3), 16-21.
Das, K. (2019). Role of ICT for better mathematics teaching. Shanlax International Journal of Education, 7(4), 19-28.
Das, K. (2019). Significant of mathematics laboratory activities for teaching and learning. International Journal on Integrated Education, 2(5), 19-25. Retrieved from http://journals.researchparks.org/index.php/IJIE/article/view/127.
Das, K. et al. (2019). Applications of mathematical knowledge in history, geography, fine-arts & physical education subjects in two-year B.Ed. program: Indian context. Journal of Emerging Technology and Innovative Research, 6(6), 8-15.
Das, K., Roy, D., & Biswas, P. (2019). SWOT analysis of teacher educators in B.Ed. department under West Bengal State University in West Bengal, India. Research Review International Journal of Multidisciplinary, 4(6), 2455-3085.
Ernest, P. (2000). Teaching and learning mathematics. In V. Koshy, P. Ernest, & R. Casey (Ed.), Mathematics for primary teachers. London, UK: Routledge.
Ihechukwu, B. N., & Ugwuegbulam, N. C. (2016). Causes and solutions of mathematics phobia among secondary school students. Research on Humanities and Social Sciences, 6(20), 105-109.
Karp, K. S. (1991). Elementary school teachers' attitudes toward mathematics: The impact on students' autonomous learning skills. School science and mathematics, 91(6), 265-270.
Levine, G. (1996). Variability in anxiety for teaching mathematics among pre-service elementary school teachers enrolled in a mathematics course. Retrieved 12 September, 2003, from http://gateway.library.qut.edu.au:2127/Webstore/CommonSearchResults.asp?
Makarfi, U.M. (2001). Keynote address delivered at the opening ceremony of the 30th Annual Conference of Mathematical Association of Nigeria Held in Kaduna.
Martinez, J. G. R., & Martinez, N. C. (1996). Math without fear. Needham Heights, MA: Allyn and Bacon.
Okigbo, E.C. (2010). Comparative effectiveness of mathematical game and instructional analogy as advance organizers on students achievement and interest in mathematics. Unpublished Doctorial Dissertation, Nnamdi Azikwe University, Awka, Nigeria.
Tillfors, M. (2003). Why do some individuals develop social phobia? A review with emphasis on the neurobiological influences. Nord Journal of Psychiatry, 58(4).
Trujillo, K. M., & Hadfield, O., D. (1999). Tracing the roots of mathematics anxiety through in-depth interviews with preservice elementary teachers. College Student Journal, 33(2), 11.
DOI: https://doi.org/10.24071/ijiet.v4i2.2610
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Kaushik Das
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.