Examining the Effects of Mathematics Journals on Elementary Students' Mathematics Anxiety Levels

284 Pages·2015·1.95 MB·English

by  Emmert, Trisken

Examining the Effects of Mathematics Journals on Elementary Students' Mathematics
Anxiety Levels

A dissertation presented to
the faculty of
The Patton College of Education of Ohio University

In partial fulfillment
of the requirements for the degree
Doctor of Philosophy

Trisken N. Emmert
May 2015
© 2015 Trisken N. Emmert. All Rights Reserved.
2
This dissertation titled
Examining the Effects of Mathematics Journals on Elementary Students' Mathematics
Anxiety Levels

by
TRISKEN N. EMMERT

has been approved for
the Department of Teacher Education
and The Patton College of Education by

Eugene Geist
Associate Professor of Teacher Education

Renée A. Middleton
Dean, The Patton College of Education
3
Abstract
EMMERT, TRISKEN N., Ph.D., May 2015, Curriculum and Instruction
Examining the Effects of Mathematics Journals on Elementary Students' Mathematics
Anxiety Levels
Director of Dissertation: Eugene Geist
Elementary students in the United States struggle with mathematics and a source
is mathematics anxiety. Young students with mathematics anxiety often have decreased
mathematics achievement, avoid higher-level mathematics courses and mathematical
careers. The purpose of this quasi-experimental multi-method study was to examine the
effects of mathematics journals on third-graders’ mathematics anxiety levels. The
theoretical foundation of this study consisted of Vygotsky, Bruner, and Bronfenbrenner
in accordance with an ethic of care, as proposed by Noddings and Collins. Thirty third-
grade students completed the Anxiety Measure for pre and post-test; paired sample t-tests
were used to analyze the results. The paired sample t-tests concluded that the Treatment
Group had a statistically significant decrease from pre and post-test along with a
statistically significant post-test between the Control and Treatment Group. The
qualitative strand of the study for the Treatment Group consisted of researcher
observations, researcher created daily mathematics prompts and mathematics
thermometer to gauge students’ daily mathematics anxiety levels. Students’ physiological
and psychological mathematics anxiety symptoms were recorded. Key results concluded
that nine of the 22 days were categorized as high mathematics anxiety while 11 were low
mathematics anxiety days. High mathematics anxiety days consisted of assessments,
independent work, and little social interaction. Low mathematics anxiety days consisted
4
of group work, games, computer lab, interactive lessons, and social interaction. A
conclusion from this study is that mathematics journals can assist in ameliorating
mathematics anxiety in early childhood classrooms. It is recommended that schools
schedule professional development to properly train teachers in the implementation of
mathematics journals in an affective manner. The inclusion of emotions in mathematics is
an outlet for students that can lead to mathematics anxiety reduction.
5
Dedication

I would like to dedicate my dissertation to the four most influential people in my
life: my mom, dad, sister, and brother-in-law. You all have earned this degree as much as
I have. Your love and support knows no boundaries.
6
Acknowledgments

It is with deepest gratitude and heartfelt emotion that I thank my committee
members, Dr. Eugene Geist, Dr. Gregory Janson, Dr. Katharine Sprecher, and Dr.
Krisanna Machtmes. Your input, guidance, and assistance throughout this process are
sincerely appreciated, valued, and acknowledged. Thank you for believing in my idea and
forging a new path in research. To Dr. Geist, my committee chair and advisor, thank you
for allowing me to pursue my research interest, believing in me, and for the endless
support through emails and meetings. You have given me the opportunity to grow
professionally and personally in the field of higher education and I am forever grateful.
To Dr. Janson, my Dean’s representative, for always having new ideas that helped to
further my study and for critically analyzing my research approach. To Dr. Sprecher for
her endless knowledge of feminist pedagogy and multicultural education. Thank you for
always assisting me in my writing style and countless edits. To Dr. Machtmes for
allowing me to utilize a mixed-methods approach and the many hours we spent analyzing
the data.
The generosity and kindness of Dr. Gerardo Ramirez of the University of
California - Los Angeles for allowing me to utilize his instrument, the Anxiety Measure,
throughout the study.
I would like to thank Dr. Karen Oswald who I consider an “honorary” member of
my committee for her countless pep talks, insight, support, and shoulder to lean on
throughout the dissertation process.
I would like to thank my classmates who became my second family. I am honored
to be your peer. Your knowledge and experience helped to shape my educational
7
philosophy and pedagogy. Thank you for the conversations, laughs, and most importantly
the friendships along the way. I look forward to seeing all of your next career steps.
Finally to my mom, dad, sister, and brother-in-law who are my greatest support
system. Thank you for always allowing me to follow my dreams no matter how
impossible and insurmountable they appear. You all have taught me the value of hard
work, selfless hearts, and persistence. The four have you have given me more love
throughout this PhD journey than most people receive in a lifetime. Thank you for
allowing me to constantly have my nose in a book, article, or computer over the past
three years. I love you all and am ready for our next journey.
8
Table of Contents
Page

Abstract ............................................................................................................................... 3
Dedication ........................................................................................................................... 5
List of Tables .................................................................................................................... 15
List of Figures ................................................................................................................... 18
Chapter 1: Introduction to Study....................................................................................... 20
Introduction ............................................................................................................... 20
Mathematics Anxiety ................................................................................................ 21
Problem Statement .................................................................................................... 26
Purpose of the Study ................................................................................................. 27
Quantitative. ...................................................................................................... 27
Qualitative.. ....................................................................................................... 28
Limitations ................................................................................................................ 28
Definitions................................................................................................................. 29
Questions................................................................................................................... 29
Chapter 2: Literature Review and Theoretical Framework .............................................. 31
Theoretical Framework ............................................................................................. 31
Roots of Anxiety ....................................................................................................... 45
General anxiety.. ............................................................................................... 45
Theoretical Foundation of Anxiety ........................................................................... 46
Psychoanalytic theory of anxiety. ..................................................................... 46
Learning/Behavioral theory of anxiety ............................................................. 48
Physiological theory of anxiety. ....................................................................... 48
Phenomenological/Existential theory of anxiety. ............................................. 49
Cognitive theory of anxiety.. ............................................................................ 49
Uncertainty theory of anxiety. .......................................................................... 50
Mathematics Anxiety ................................................................................................ 51
9
Mathematics Anxiety Theory ................................................................................... 52
Causes of Mathematics Anxiety ............................................................................... 53
Origin of mathematics anxiety.. ........................................................................ 54
Difference between Anxiety and Mathematics Anxiety ........................................... 58
Consequence of Mathematics Anxiety ..................................................................... 61
Diagnosis of Mathematics Anxiety ........................................................................... 62
Exacerbation of Mathematics Anxiety ...................................................................... 64
Amelioration of Anxiety ........................................................................................... 65
Mathematics Anxiety in Children ............................................................................. 66
Mathematics Anxiety and the Brain ......................................................................... 69
Reducing Mathematics Anxiety ................................................................................ 71
Feminist Pedagogy .................................................................................................... 75
Feminist pedagogy roots ................................................................................... 75
Characteristics of feminist pedagogy. ............................................................... 76
Ethic of care.. .................................................................................................... 79
Following ideals ................................................................................................ 89
Mathematics Journals................................................................................................ 90
Chapter 3: Methodology ................................................................................................... 95
Introduction to Methodology .................................................................................... 95
Ethnography and the Ethnographical Method .......................................................... 95
Ethical Concerns ....................................................................................................... 96
Research Question and Hypothesis ........................................................................... 96
Design of the Study ................................................................................................... 97
Setting and Sample ................................................................................................... 98
Instrumentation ....................................................................................................... 100
Questionnaire. ................................................................................................. 100
Observation. .................................................................................................... 102
Mathematics journals ...................................................................................... 103
Confounding Variable of General Anxiety ............................................................. 107
10
Experimental Treatment.......................................................................................... 108
Control Group ......................................................................................................... 109
Data Collection ....................................................................................................... 109
Data Analysis .......................................................................................................... 111
Role of the Researcher ............................................................................................ 115
Threats to Validity .................................................................................................. 117
Chapter 4: Results and Data Analysis ............................................................................. 118
Introduction ............................................................................................................. 118
Research Tools ........................................................................................................ 118
School Demographics ............................................................................................. 119
Data Collection ....................................................................................................... 119
Classroom Structure ................................................................................................ 120
Control group .................................................................................................. 120
Treatment group. ............................................................................................. 121
Quantitative Administration.................................................................................... 124
Quantitative Data Analysis: Initial Screening ......................................................... 125
Pre control. ...................................................................................................... 125
Post control ..................................................................................................... 128
Pre treatment ................................................................................................... 130
Post treatment.................................................................................................. 132
T-Test Analysis and Results ................................................................................... 134
Paired sample t-test for pre-test between control and treatment.. ................... 144
Paired sample t-test for control. ...................................................................... 144
Paired sample t-test for treatment.. ................................................................. 145
Paired sample t-test for post-test between control and treatment. .................. 146
Summary ................................................................................................................. 146
Fixed Treatment Group Data Analysis ................................................................... 147
Pre-fixed treatment.......................................................................................... 147
Post-fixed treatment. ....................................................................................... 149