School-Based Project

1. SME 6044
CONTEMPORARY ISSUES IN MATHEMATICS
EDUCATION
SESSION 2011/2012 SEMESTER II
ISSUE: MATHEMATICS ANXIETY
PROF DR MARZITA BINTI PUTEH
GROUP 1
CHUNG WAI CHEONG M20102001089
TEH GUAN LEONG M20112001445
WONG WAI LUN M20112001446

2. TABLE OF CONTENTS
1.0 INTRODUCTION 1
1.1 PROBLEM STATEMENT 2
1.2 RESEARCH OBJECTIVES 2
2.0 LITERATURE REVIEW 3
3.0 METHODOLOGY 6
3.1 RESEARCH DESIGN 6
3.2 POPULATION AND SAMPLE OF THE STUDY 6
3.3 RESEARCH INSTRUMENT 6
3.4 CONSTRUCTION OF THE INSTRUMENT 7
3.5 PROCEDURES 7
3.6 DATA ANALYSIS 7
4.0 RESULTS AND DISCUSSION 8
5.0 REFLECTION 14
REFERENCES 15
APPENDIX A – QUESTIONNAIRE 17

3. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
A STUDY ON IMPACT OF A FRIENDLIER AND CARING TEACHING APPROACH
IN HELPING STUDENTS TO REDUCE MATHEMATICS ANXIETY
1.0 INTRODUCTION
Teachers who care for their students are considered to be essential to a productive
learning environment for students. In the context of the classroom where people are called to
relate with each other for up to 30 hours a week, the demonstration of care impacts not only on
the environment but also the long term qualities of the students. Therefore, it is important to have
a teacher who genuinely cares about them. Indeed, (Schussler & Collins, 2006) reported that
students benefit both academically and personally when they are cared for by their teachers.
Having a teacher who genuinely cares about his/her students will help the students to develop a
positive self-concept as well as help them to be intrinsically motivated to do well in school.
There are many things the mathematics teacher can do that will provoke his students to
dislike mathematics. The teacher may be perceived as not caring about students because he is
unwilling to give extra help to students who need it. Students need to feel that they can confide
in their teacher, especially those who come from less than ideal home situations. A teacher who
is caring will provide a comfortable and ideal environment for students for learning by allowing
students to explore the possibilities of learning without being punished when they do not get the
correct answer. A caring teacher will give positive support to students without being
overbearing and authoritarian in nature.
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4. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
1.1 PROBLEM STATEMENT
We reflected on the current situation of our classrooms. We found out that our
classrooms were not what we expected it to be. We noticed that students were acting up, shutting
down, not paying attention or just doing something totally different. They would not follow our
teachings like we would have liked them to. We also noticed that they are not trying to grasp
what we were teaching. Some of them even act interested in the lessons. We related all these to
mathematics anxiety. Our students are suffering from mathematics anxiety because of the way
we teach. Issue that arises here is that all this while we were always showing our authority in
class. We tend to say “I’m the boss in the class, listen to what I teach you”. They never had a
chance to express themselves in class. Without us realizing it, our students were actually
suffering mathematics anxiety.
1.2 RESEARCH OBJECTIVES
Our main concern is to study the impact of the friendlier and caring teaching approach in
helping students to reduce mathematics anxiety.
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5. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
2.0 LITERATURE REVIEW
Modern behavioural scientists have emphasized the importance of environmental
influences in human behaviour. If the basis for behaviour development and change rests within
the environment, an understanding and use of the methods of control by change agents,
especially teachers, can result in improvement of students’ performances.
The learning of mathematics depends on the way it is presented to the learner, the way
the learner actively interacts with the learning experiences presented to him/her and the
environment within which the learning takes place.
Teachers’ caring attitude towards the teaching of mathematics plays a significant role in
shaping the attitude of students towards the learning of mathematics. Teachers’ caring attitude
towards Mathematics is a significant catalyst in bringing up the student’s achievement as well as
their attitude towards Mathematics and reducing anxiety.
From Bandura (1971) observational theory (as cited by Olatunde, 2009), demonstrated
that behaviours are acquired by watching another person (model, teacher, parent, mentor, friend,
etc) that performs the behaviour. The model displays it and the learner observes and tries to
imitate it. Teachers are, invariably, role models whose behaviours are easily copied by students.
What teachers like or dislike, appreciate and how they feel about their learning or studies could
have a significant effect on their students. Unfortunately, however, many teachers seldom realize
that how they teach, how they behave and how they interact with students can be more
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6. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
paramount than what they teach. In a nutshell, teachers’ attitudes directly affect students’
attitudes. Teachers’ attitudes are in turn, influenced by their culture and belief system. Teachers’
attitudes towards their students in school must be favourable enough to carry students along. (As
cited by Olatunde, European Journal of Social Sciences – Volume 11, Number 3 (2009) pg 365).
Chacko (1981) reported in a study of teacher and student characteristics as correlates of
learning outcomes in mathematics that teachers’ attitude towards teaching significantly predict
students’ attitude as well as achievement in Mathematics.
When teachers portray or exhibit a soft and caring side in teaching, the caring value
attached determines very significantly the effectiveness of the learning processes in any aspect of
education in particularly the topic we want to concentrate on which is Mathematics. From our
observation, teachers teach Mathematics in a way that merely requires the pupils to listen, read,
practice by drill and regurgitate. This actually depicts a negative attitude to teaching. Several
research findings have confirmed the hypothesis that teachers’ attitude affect students’
achievement in and attitudes towards the subjects.
Teachers’ caring attitude towards the teaching and learning of Mathematics plays a
significant role in shaping the attitude of students towards learning Mathematics. Ogunniyi
(1982) found that students’ positive attitude towards science could be enhanced by the following
teacher-related factors:
· Teachers’ enthusiasm,
· Teachers’ resourcefulness and helpful behaviour,
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7. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
· Teachers’ thorough knowledge of the subject-matter and their making science quite
interesting.
From the findings above, we can link the role of the teacher in educating students’
achievement is enormous. Students’ positive attitude towards Mathematics could be enhanced by
teachers’ enthusiasms, resourcefulness and helpful behaviour, teachers’ thorough knowledge of
the subject matter and their making Mathematics quite interesting.
The caring attitude of the mathematics teacher can mould the attitude of the students to
want to learn thus reducing anxiety in learning. Hence the mathematics teacher should be
psychologically prepared to teach the subject with more caring attitude.
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8. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
3.0 METHODOLOGY
3.1 RESEARCH DESIGN
The research study will examine the impact of a friendlier and caring teaching approach
in helping students to reduce mathematics anxiety. This section discusses the method used in
gathering necessary information, research instrument, procedure for the data collection and
analysis of the data collected.
3.2 POPULATION AND SAMPLE OF THE STUDY
For the purpose of this study, the population would be all the Form 4 students of SMK
Sentosa, Kampar, SMK Methodist (ACS) Kampar and SMK Malim Nawar, Malim Nawar who
enrolled for Additional Mathematics in the year 2012. One class from each school will be
sampled for this study.
3.3 RESEARCH INSTRUMENT
A technical self designed 10 items questionnaire will be used for this research work to
gather necessary information about the study. The questionnaire will be used to gather data on
the impact of a friendlier and caring teaching approach in helping students to reduce mathematics
anxiety.
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9. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
3.4 CONSTRUCTION OF THE INSTRUMENT
The questionnaire will consist of background information which is name of school. The
following part consists of questions made up of ten items of information about the different
teachers’ behaviour in class. Responses on the items are either Yes or No.
3.5 PROCEDURES
First, the students will be informed by the researchers that there will be a change in the
teaching approach by the researchers for the following weeks. Students will be given a brief
explanation on the changes in the teaching approach by the researchers. The different approach
in teaching will go on for 3 weeks. At the end of the third week, the students will be asked to fill
up the questionnaire. The results gained from the questionnaires will be analyzed to study the
impact of a friendlier and caring teaching approach in helping students to reduce mathematics
anxiety. Researchers will also interview certain students to get different feedbacks and opinions.
3.6 DATA ANALYSIS
In order to fulfil the stated goal of this study, the items were analyzed by showing
comparisons between the three schools in the form of pie charts. Apart from the statistical
analysis, feedbacks gained from the interview will be included in the analysis as a case study.
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10. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
4.0 RESULTS AND DISCUSSION
SMK SENTOSA
Item 1 2 3 4 5 6 7 8 9 10
Yes 28 27 1 28 28 26 1 28 24 26
No 2 3 29 2 2 4 29 2 6 4
SMK MALIM NAWAR
1 2 3 4 5 6 7 8 9 10
Yes 26 26 5 27 26 26 3 27 26 25
No 4 4 25 3 4 4 27 3 4 5
SMK METHODIST (ACS)
1 2 3 4 5 6 7 8 9 10
Yes 27 27 3 29 27 26 5 28 29 25
No 3 3 27 1 3 4 25 2 1 5
ITEM 1
Discussion
As shown from the pie charts, majority of the students agreed that the teacher greeted them with
a smile before lessons. Usually when students see the teacher smiling, they will feel less anxious.
They will feel that the teacher is more approachable. When there is no barrier between the
teacher and students, the communication between them will get better. Hence, this helps students
to reduce mathematics anxiety.
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11. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
ITEM 2
Discussion
Based on the pie charts, majority of the students agreed that the teacher is positive towards the
students. Students feel they are valued and treasured when the teacher is positive towards them.
These positive qualities that were shown by the teacher can lead the students towards liking
mathematics. Thus, this will help to reduce mathematics anxiety among students.
ITEM 3
Discussion
As shown from the pie charts, majority of the students agreed that the teacher does not get angry
easily. When a teacher gets angry easily, students are afraid to ask questions when they do not
understand. It is always important for the teacher to control their temper and show patience.
Teachers who are patient are well acceptable by students. Thus, it helps students to reduce
mathematics anxiety.
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12. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
ITEM 4
Discussion
Based on the pie charts, majority of the students agreed that the teacher teaches all the students
equally. Students may feel abandoned when the teacher only focuses on certain students. Some
students might felt neglected and eventually they gave up on mathematics. When the teacher
teaches all students equally, then they might not felt neglected as they know that there is always
someone for them to refer to. Hence, this will reduce mathematics anxiety among students.
ITEM 5
Discussion
As shown from the pie charts, majority of the students agreed that the teacher always encourages
and motivates them. Teachers who were always encouraging and motivating students seemed to
gain the students’ attention. It showed a large positive effect on the students. When the teacher
always encourages or motivates the students, the students will tend to try out more mathematics
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13. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
questions with their own effort. When they have higher initiative, the level of mathematics
anxiety will reduce.
ITEM 6
Discussion
Based on the pie charts, majority of the students agreed that the teacher rewards or compliments
them. The teacher’s habit of rewarding or complimenting students’ achievements can remove the
barrier between the teacher and the student relationship. Students tend to feel more excited when
they get rewarded or complimented by the teacher. They feel more motivated to answer the
teachers’ questions. Hence, this will reduce mathematics anxiety among students.
ITEM 7
Discussion
Based on the pie charts, majority of the students agreed that the teacher did not use negative
criticism on them. It is undeniable that the teacher plays a very important part in creating the
feelings that students have towards mathematics. When the teacher never uses negative criticism
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14. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
on the students, the students know that even if they are unable to answer the teacher’s question
they will not be humiliated. Hence, the students will feel less anxious and nervous. This helps to
reduce mathematics anxiety among students.
ITEM 8
Discussion
Based on the pie charts, majority of the students agreed that the teacher gave them help when
they don’t understand. The students were aware that their teacher is always ready to guide them
when they encounter problems. This will act as a driving force for these students to pursue any
given tasks. Hence, this will help the students to reduce mathematics anxiety. This finding is also
enhanced by the researchers’ observations on students.
ITEM 9
Discussion
As shown from the pie charts, majority of the students agreed that the teacher takes a personal
interest in what they do outside the classroom. This helps to create a stronger bond between the
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15. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
teacher and the students. When this stronger bond exists, the interaction between the teacher and
the students improves. This will help the students to reduce mathematics anxiety.
ITEM 10
Discussion
As shown from the pie charts, majority of the students agreed that when the teacher teaches them
at their ability level, it helps to reduce mathematics anxiety. It is because when the teacher
teaches them at their ability level, they will have more confidence in learning the particular topic.
When they are more confident, their level of mathematics anxiety will reduce.
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16. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
5.0 REFLECTION
Throughout the 3 weeks of observations and findings, we found that from the three
schools located in Kinta Selatan District, (one located outskirt, one located in town, another one
located in newly developed township) there is not much difference in responses from the three
schools. When teacher implements a friendlier and caring teaching approach, it has an impact on
helping students to reduce mathematics anxiety. Perhaps we hope that other Additional
Mathematics teachers can consider applying this similar approach in their teaching as it helps
students to reduce students’ mathematics anxiety. However, we will continue with the approach
to find out whether the approach is also able to help students to achieve their desired target.
Some students need more time to adapt themselves to the changes brought by the teacher. More
time is needed to get better feedbacks on the impact of the new approach. We also noticed that
students are much closer to the teachers and they are more ready before lesson begins.
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17. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
REFERENCES
Bandura, A. (1971). Psychotherapy based upon Modelling Principles in A.E. Benguna and S.
Garfield (Eds). Handbook of Psychotherapy and Behaviour Change. An Empirical
Analysis.New York Wiley and Sons Inc.
Chacko, I. (1981). Learning outcomes in secondary schools mathematics as related to teacher
and student characteristics. Unpublished Ph.D Thesis, University of Ibadan, Ibadan.
Darrell Fisher & Tony Rickards (1998). Associations Between Teacher-Student Interpersonal
Behaviour and Student Attitude to Mathematics. Mathematics Education Research
Journal, 1998, Vol. 10, No.1, 3-15
Marilyn Curtin – Phillips (2012). The Causes and Prevention of Math Anxiety. Math Goodies –
Your Destination for Math Education. Retrieve from
http://www.mathgoodies.com/articles/math_anxiety.html
Ogunniyi, M.B. 1982: An analysis of prospective science teachers’ understanding of the nature
of science teaching. Journal of Science Teachers’ Association of Nigeria. 19(1) 25-32.
Olatunde, P (2009). Relationship between Teachers’ Attitude and Students’Academic
Achievement in Mathematics in Some Selected Senior Secondary Schools in Southwstern
NigeriaEuropean Journal of Social Sciences – Volume 11, Number 3 (2009) pg 364-369
Puteh, M. (2002). Factors Associated with Mathematics Anxiety. Penerbit UPSI
Richard M. Miler (2008). The Influence of Teachers’ Caring Behaviours On High School
Students’ Behaviour And Grades.
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18. CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION
MATHEMATICS ANXIETY
Suriza van der Sandt (2007). Research Framework on Mathematics Teacher
Behaviour:Koehler and Grouws’ Framework Revisited. Eurasia Journal of Mathematics,
Science & Technology Education, 2007. 3(4), 343-350.
Wendy Kay Moran (2008). The Nature of Caring Teachers and The Factors
That Impact on Their Caring.
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APPENDIX A
Name of School : __________________________________________________
In this section, there are two options :: (Agree/Disagree)
Now tick appropriately (v) the option that best suit your opinions.
No Questionnaires Agree Disagree
1 My teacher greet me with a smile when he enters the class
2 My teacher is positive with me
3 My teacher gets angry easily
4 My teacher teaches all the students equally
5 My teacher always encourages and motivates me
6 My teacher rewards or compliments me
7 My teacher uses negative criticism with me
8 My teacher gives me help when I don’t understand
9 My teacher takes a personal interest in what I do outside the
classroom
10 My teacher teaches me at my ability level
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