Logo
Logo

Goldsmiths - University of London

Mathematical Anxiety and mathematical learning: Multidimensional approach.

Bogdanova, O.; Ginku, E.; Bogdanova, E.; Zueva, D.; Malanchini, M. and Kovas, Yulia. 2014. Mathematical Anxiety and mathematical learning: Multidimensional approach. Personality and Individual Differences, 60(s), p. 9. ISSN 0191-8869 [Article]

[img]
Preview
Text (ABSTRACT)
Bogdanova_open.pdf - Other
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (34kB) | Preview

Abstract or Description

Research suggests that mathematical anxiety is a complex phenomenon related to mathematical achievement, developmental dyscalculia, strategies of numerical information processing, and negative emotional states. The goal of this currently on-going large-scale study is to implement a mixed method approach towards assessment of mathematical anxiety across the school grades. The methods include: a picture-based assessment; a questionnaire measuring attitudes towards mathematics; and a computerized test-battery measuring mathematics related cognitive processes. This mixed method approach addresses mathematical anxiety as a multidimensional, multi-faceted and dynamic manifestation of individual differences in a specific educational context. The research also allows exploring interrelations between non-cognitive and cognitive processes involved in mathematical anxiety. Here we present the results of the first wave of the investigation, involving data from 3 different age groups, assessed in several schools in Russia and the UK. The results suggest the importance of accounting for educational contexts in measuring and treating mathematical anxiety.

Item Type: Article

Identification Number (DOI):

10.1016/j.paid.2013.07.178

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
1 April 2014Accepted
12 March 2014Published

Item ID:

20679

Date Deposited:

10 Aug 2017 14:48

Last Modified:

10 Aug 2017 14:48

URI: http://research.gold.ac.uk/id/eprint/20679

View statistics for this item...

Edit Record Edit Record (login required)