TITLE: Math Anxiety: Is Mathematics a Bogeyman?
AUTHORS: Marina Videnović, Jelena Radišić
AIMES OF THE STUDY
1. Examine relationship between math anxiety and achievement in domain of math literacy
2. Determine predictors of math anxiety
3. Examine contribution of math anxiety as a predictor of achievement
4. Empirically separate groups of students which differ in their relation to mathematics
5. Deepen the understanding about learning environment that favors anxiety
METODOLOGY
Method. Both quantitative and qualitative methods were used in the study. A quantitative
analysis of PISA results was done in the first stage. Based on these results a qualitative analysis
was performed.
Sample. Students involved in PISA cycles in 2003 and 2009.
Variables

Independent variables: school/classroom climate (attitudes toward school, sense of
belonging, student-teacher relations, teacher support, discipline climate), motivation,
self-related cognition (mathematics self-efficacy and mathematics self-concept),
learning strategies (control, elaborative, memorizing),educational level of parents,
expected educational level of student, SES

Dependent variables: math anxiety, achievement in domain of math literacy
BASIC FINDINGS
Math anxiety correlates negatively with achievement in mathematics tests; at PISA (r=-0.37
p=0.00) and entrance test in mathematics (r=-0.28 p=0.00). Due anxiety high school students
loose 31 points at PISA testing and 2 points at entrance test. Independent variables used in
the study help explain 40% of variance on math anxiety (R=0.399 F=200.100 p=0.00 df=9
and df=2718). Mathematics self-concept, disciplinary climate in math and memorization
strategies explained largest percentage of variance.
Three groups of students have been identified
regarding
their
relationship
towards
mathematics. These are: 1) anxious in
mastering and applying mathematics, 2)
uninterested
and
non-anxious
and
3)
interested in the content of mathematics.
Students from the first group achieve the
lowest scores (F=115.298 df=2 p=0.00).
Qualitative analysis showed that most interviewed teachers and students were not aware that
anxiety negatively influenced achievement more than lack of motivation.
These are some of their reason why mathematics
PRACTICAL RECOMMENDATIONS
is the “bogeyman”
(or how to make math less of a bogeyman?)
Extensive
and
unenforceable
curriculum
(teacher: Frankly, most things they learn they will not
need. There is a lot of mathematics, every day and of
course they are bored by it.)
Bad learning strategies (teacher: They practice
math. Do not learn it. Do not learn the principle of
math itself.)
Student’s character traits (teacher: They give up
easily, as soon as they run into a problem)
Lack of working habits (student: I think I’m good at
it because every day I do couple of mathematical
1. Raising teachers’ awareness about
negative impact of math anxiety on
achievement
2. Training students to be actively
participating in the process of acquiring
knowledge (to seek support from the
teacher when necessary).
3. Support students in acquiring working
habits in math.
4. Mathematics curriculum must be
modernized.
5. Secure working atmosphere in class but
not authoritative one.
problems.)
Uncertainty (student: Before, it was a problem for
me to raise my hand, because I was afraid not to
make a mistake. It was a problem for me to ask if I
did not understand something).
6. Reduce options for memorization as a
dominant learning strategy.