A Theoretical Model and Study of Mathematical Anxiety

Abstract

The study of mathematical anxiety has seen an increased importance in the past few decades in the field of mathematical education. As this topic is of great interest in education research, this thesis investigates the previous contributions made by other researchers via a literature review of mathematical education papers. Furthermore, a literature review of mathematical models of learning is presented. In the hopes of closing the gap between these two streams of research, this thesis conducts a study of mathematical anxiety at the first year university level through a survey and data analysis, and proposes a theoretical model of learning. Throughout the data analysis, the prevalence, effects, and correlates of mathematical anxiety are examined. Using a version of the Mathematical Anxiety Rating Scale refined by Plake \& Parker in 1982, factors such as gender, high school performance, and program choices are shown to be correlated to mathematical anxiety, as is consistent with previous literature. On the other hand, the model of learning offers a theoretical perspective in understanding the relationship between knowledge, effort, and anxiety, and how these variables interact during a learning experience. This model suggests that given an individual's aptitude, drive, and susceptibility for anxiety, that they may reach various levels of knowledge, effort, and anxiety throughout an academic term.