Using a Mathematics Fluency Intervention as a Method of Reducing Mathematics Anxiety in Female Students
Year: 2013
Type: article
Study design: Clinical Trial
Abstract: USING A MATHEMATICS FLUENCY INTERVENTION AS A METHOD OF REDUCING MATHEMATICS ANXIETY IN FEMALE STUDENTS by Rachel Elizabeth Mathews The purpose of this study was to examine the relationship between mathematics fluency and mathematics anxiety in female elementary students. It was hypothesized that a mathematics fluency intervention (FASTT Math) would help students increase mathematics automaticity, and therefore decrease mathematics anxiety. Fourth grade female students’ levels of mathematics anxiety were measured using the Mathematics Anxiety Rating Scale Elementary (Suinn, Taylor, & Edwards, 1988). Students either received the FASTT Math intervention or typical classroom instruction. At the conclusion of the intervention, the subjects were reassessed using the MARSE. Results indicated that students who completed the FASTT Math intervention did increase their automaticity, but did not experience significantly decreased levels of mathematics anxiety. This study supported the hypothesis that although female students typically perform at a similar level as their male peers in mathematics, they perceive their abilities as being significantly lower. USING A MATHEMATICS FLUENCY INTERVENTION AS A METHOD OF REDUCING MATHEMATICS ANXIETY IN FEMALE STUDENTS
Author: Rachel Mathews
Institution: Miami University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2281489427