ABSTRACT

Mathematics educators often know the widespread nature of mathematics anxiety and may even be aware of the debilitating effect it can have on their students. Although educators may develop tricks or tools that seem to help, a comprehensive understanding of what students are experiencing and how the classroom environment can be adjusted to address their struggles is missing. Control-value theory offers a theoretical framework for how the classroom environment and students’ appraisals influence mathematics anxiety. Mathematics anxious students are focused on not failing, rather than on mastering the material, and have a low sense of control over outcomes. To decrease mathematics anxiety, teachers can implement strategies that increase emphasis on learning over performance and support autonomy, thus decreasing fear of failure and avoidant goal orientations, and increasing self-efficacy and control appraisals. Suggested strategies for adjusting instruction focus on high school and college classrooms.

摘要

数学教育者通常知道数学焦虑的广泛性，甚至可能意识到它可能对学生造成的衰弱影响。尽管教育工作者可能会开发出似乎有帮助的技巧或工具，但缺乏对学生正在经历的事情以及如何调整课堂环境以解决他们的困难的全面了解。控制价值理论为课堂环境和学生的评价如何影响数学焦虑提供了一个理论框架。数学焦虑的学生专注于不失败，而不是掌握材料，并且对结果的控制感很低。为了减少数学焦虑，教师可以实施强调学习而不是表现和支持自主性的策略，从而减少对失败的恐惧和回避的目标导向，并提高自我效能和控制评估。针对高中和大学课堂调整教学重点的建议策略。