Factors that Explains Student Anxiety toward Mathematics
Arturo García-Santillán 1 * , Milka Elena Escalera-Chávez 2, Elena Moreno-García 1, Josefina del Carmen Santana-Villegas 3
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1 Universidad Cristóbal Colón, MÉXICO
2 Universidad Autónoma de San Luis Potosí, SLP. México
3 Universidad Panamericana, MÉXICO
* Corresponding Author

Abstract

Background:
State of the literature: Mandler (1989), Mc Leod & Adams (1989) have shown that poor academic performance in mathematics is an emotional problem. Fennema & Sherman (1976, 1978), Whitley (1979), author (2012, 2013, 2014) have shown it to be attitudinal. These studies coincide in that mathematics anxiety has a negative effect on students. According to Akey (2006), there is a positive correlation between attitude and mathematics performance in students at the secondary level of education.

Materials and methods:
Our study sample was formed of one thousand students from the Centro de Estudios Tecnológicos Industrial y de Servicios No. 15 in Veracruz City. Statistics technique used was structural equation modeling.

Results:
The results of goodness of fit indices are meaningful when applied to students in High School Education, which indicates that the hypothetical model fits the theoretical model.

Conclusions:
Furthermore, the evidence obtained in this study contributes to predicting the reality describe by authors in regards to mathematics, while at the same time, giving light to redirect the questions in a way that gives rise to the search for new knowledge in a different environment to the one proposed by the authors.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1216a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 2, pp. 361-372

Publication date: 01 Jul 2016

Article Views: 1870

Article Downloads: 942

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