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Teacher and Students' Mathematics Anxiety and Achievement in a Low‐Income National Context

Teacher and Students' Mathematics Anxiety and Achievement in a Low‐Income National Context Negative relationships between mathematics anxiety and achievement appear in many countries globally (Lee, 2009; OECD, 2013), suggesting that mathematics anxiety could be an underconsidered factor in regions with persistently low mathematics achievement. We draw on a national sample of students and their teachers in Belize to examine relations between mathematics anxiety and achievement. The data replicated the negative relationships between students' math anxiety and achievement observed in many higher achieving, higher resourced regions, and importantly also revealed that teachers' mathematics anxiety predicted their students' mathematics attitudes and sometimes achievement. The effects were small overall so the robustness of this relationship is not clear, but they provide novel data toward building a comprehensive theory of mathematics anxiety's relationship to achievement across cultural, gender and age contexts, and offer insight into how addressing mathematics anxiety might improve mathematics teaching and achievement in low resourced countries. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Mind, Brain, and Education Wiley

Teacher and Students' Mathematics Anxiety and Achievement in a Low‐Income National Context

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References (58)

Publisher
Wiley
Copyright
© 2020 International Mind, Brain, and Education Society and Wiley Periodicals, LLC.
ISSN
1751-2271
eISSN
1751-228X
DOI
10.1111/mbe.12253
Publisher site
See Article on Publisher Site

Abstract

Negative relationships between mathematics anxiety and achievement appear in many countries globally (Lee, 2009; OECD, 2013), suggesting that mathematics anxiety could be an underconsidered factor in regions with persistently low mathematics achievement. We draw on a national sample of students and their teachers in Belize to examine relations between mathematics anxiety and achievement. The data replicated the negative relationships between students' math anxiety and achievement observed in many higher achieving, higher resourced regions, and importantly also revealed that teachers' mathematics anxiety predicted their students' mathematics attitudes and sometimes achievement. The effects were small overall so the robustness of this relationship is not clear, but they provide novel data toward building a comprehensive theory of mathematics anxiety's relationship to achievement across cultural, gender and age contexts, and offer insight into how addressing mathematics anxiety might improve mathematics teaching and achievement in low resourced countries.

Journal

Mind, Brain, and EducationWiley

Published: Nov 1, 2020

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