This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
https://jst.org.in/index.html
Our journal has academic journals form a crucial nexus. Educators leverage the latest research findings to enrich their teaching methodologies, ensuring that students are exposed to the most current and relevant information. Simultaneously, these educators contribute to the body of knowledge through their own research, creating a perpetual cycle of growth.
Running Head: INTERVENTION 1
INTERVENTION
Name
Institutional affiliation
Date
INTERVENTION 2
Struggling students in mathematics need some intervention strategies to help them develop
positive attitude towards math and improve their performance. Tutors however need to connect
with their students. Establishing a good relationship with your students will enable them open up
on the areas they are facing problems. (Morin & Raver 2017). I have continued to work with my
mentor teacher in creating an intervention plan for the 15 students who had struggles in solving
math problems in clinical field experience B.
We have identified different levels of intervention strategies. They will help students in
understanding the context, apply them in solving multi-step math problems. The strategies will
also guide me in content delivery. In clinical field B we had looked at two intervention strategies;
monitoring the students progress and giving feedback them feedback in order to motivate them to
continue with the spirit of working hard. (Rubie-Davies & Rosenthal 2015). I have given the
students the assignments that they are supposed to tackle so that I can observe their progress. For
this lesson I have identified other three intervention strategies that will help students in tackling
multi-step mathematical problems.
The first intervention strategy for struggling students is providing students with rich ideas
during math lesson. This will help students to fully understand the context and get knowledge on
how to handle math procedures. The second strategy is providing step by step instructions to help
the struggling students know how to tackle problems in each step. Clear instructions are important
since they make math language easier. Last, practicing basic facts. I will guide them on how to
handle arithmetic daily during their free time to get used to math problems. (Morin & Raver 2017).
This will increase their confidence and speed hence overall performance improvement. I will use
these strategies even in my future professional practice to motivate my students to getting higher
grades.
INTERVENTION 3
However, I need materials and procedures for better implementation of the intervention
strategies. I will need various mathematical textbooks in order to learn different ideas on helping
struggling students. In the second strategy of providing clear instructions to students, I will need
visual aids like projectors. This will help me in ...
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docxwlynn1
Running Head: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
Name
Institutional affiliation
Date
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O'Connor 2016). And how they
are supposed to be treated in order to have a good understanding of subjects as mathematics.
The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
that the student programs are followed. (De Melendez & Beck 2018). Students are divided into
small groups hence getting a chance with their instructors one on one. Inclusive learning will give
a chance to the mild disabled students to learn how to solve mathematical problems easily. This is
because they are interacting with other students under good guidance from different teachers and
paraeducators.
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
mathematical problems. Second, they should encourage students based on life experiences. Show
them that anything is achievable when it comes to the real world. (Ismail & Muhammad 2018). By
doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
Team teaching may .
A Study of the Effectiveness of Self-Instructional Material (SIM) for Higher ...RHIMRJ Journal
The present study was aimed to find the effectiveness of Self-instructional Materials (SIM). Comparison of the
increased learning through SIM and through Direct Teaching was done in this study to know about the effectiveness of SIM at
Higher Education. The results did not show significant difference between two groups’ learning outcomes. However, various
factors are involved in learning activity. Factors like students’ attention, effectiveness of direct teaching etc. do affect the level
of learning. So, depending upon the above factors and quality of Self-instructional Material, the level of learning may differ.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Project cooperative learning and peer tutoring in overcoming mathematics anxiety
1. SME 6044
CONTEMPORARY ISSUES IN MATHEMATICS EDUCATION
SESSION 2011/2012 SEMESTER II
ISSUE: MATHEMATICS ANXIETY
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
LECTURER: PROF DR MARZITA BINTI PUTEH
GROUP 1
TAW MEI YOKE M20111000335
WONG WANG YUEN M20111000734
2. TABLE OF CONTENTS
No. Title Page
1.0 INTRODUCTION 1-6
1.1 PROBLEM STATEMENT
1.2 PURPOSE
1.3 RESEARCH OBJECTIVES
1.4 LIMITATION
2.0 LITERATURE REVIEW 7-8
3.0 METHODOLOGY 9-11
3.1 RESEARCH DESIGN
3.2 SAMPLE OF THE STUDY
3.3 RESEARCH INSTRUMENT
3.4 PROCEDURES
3.5 CONSTRUCTION OF THE INSTRUMENT
4.0 DATA ANALYSIS & DISCUSSION 12-15
4.1 ANALYSIS
4.2 DISCUSSION
5.0 REFLECTION 16
REFERENCES 17-18
APPENDIX A – QUESTIONNAIRE 19
3. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
1.0 INTRODUCTION
Mathematics anxiety has become an issue on students’ effort in learning
mathematics. Research has confirmed that many students experiencing mathematics
anxiety in the traditional classroom where, teacher should design classroom that will
make children feel more successful. Spikell (1993) also think that students learn best
when they are active rather than passive learner (Marilyn Curtin – Phillips, 2012). In
learning mathematics, students are encouraged to think and cooperating the system by
modifying their understanding into the reality life to apply as one among their
knowledge.
Teaching mathematics has become something challenging that appropriateness
of teaching will end up with relatively result which can observe by the level of
understanding, how well they perform tasks and the duration of the memories take
parts. As we know that mathematics is an on-going process and what they have learn
during lower grades will imprinted towards how well they can do in upper grades of
study.
In other words, it is depend on how well they can remember and properly apply
into new challenges especially in problem solving, which require higher order thinking
skills. When talk about thinking skills, there are nothing better than thinking out from
1
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
4. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
one brain where this research are going to test about in cooperative learning and peer
learning.
Cooperative learning is an approach to organizing classroom activities into
academic and social learning experiences (Wikipedia, 2012). By having cooperative
learning activities, students learn from discussion among each other and they would
indirectly adopting new or suitable learning behaviour from the others within the same
group as reference on how ones can overcoming mathematics questioning statement.
Peer tutoring is an instructional strategy that consists of pairing students
together to learn or practice an academic task. The pairs of students can be of the same
or differing ability and/or age range (K-8, n.d). Peer tutoring are more saving time
than cooperative learning where it only consist of two students in a small group and
result of discussion will produce immediately every time of an activity.
Most of the time peer tutoring also consists of translating ones understanding
into another by using their same level of communication bridge, in other words,
students know students better than teacher to the students. Which as additional, they
might have common problem that they can well understand how to solve it together.
2
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
5. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
Teaching creatively such as using cooperative learning and peer tutoring helps
in improving the confidence of students in learning mathematics, but some of the
research found that there was no significant differences between the use of traditional
and creative teaching – learning process. Even some claim that the kind of collaborative
learning is kind of teaching, and according to the critics, dividing class into small
groups allows the teacher to escape responsibility. (Thirteen ed. online, 2004)
Four researches have been conducted by WWC to investigate the effectiveness
of Peer-Assisted Learning Strategies but unfortunately only one study met either WWC
evidence standards or eligibility screens. More evidences were needed to support and
that was the purposes of this study which first getting way to lower down mathematics
anxiety. An effective teaching and learning process can be called successful being
observed if the anxiety can be first removed from the major course which influences
motivation of students to learn mathematics.
1.1 PROBLEM STATEMENT
After my Mathematics teaching and learning lesson, I expected my pupils to
understand the concepts I was teaching. However, it seemed not happen to the pupils
who had the high mathematics anxiety. They were afraid and avoid from my
mathematics lesson. So, I had to find different ways to overcome their mathematics
anxiety and make them enjoy in learning mathematics. The issue here was the pupils
avoid from my lesson and they like to ask and talk with their friend. Thus, I would like
3
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
6. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
to introduce the cooperative learning and peer tutoring and organise some suitable
mathematics tasks for its’ to enhance their learning.
1.2 PURPOSE
This research will determine the creative teaching through cooperative
learning and peer tutoring can well overcoming or for this research purpose, to
reducing students’ in mathematics anxiety and in opposite mean, increase the
success in mathematics educational. Thus, the research was design first
indicating what is the mean level of anxiety among students when learning
mathematics? Will students be willing to continue in this way of learning
activities as a promising attaining every mathematics classes? Are the
decreasing of anxiety have increase the performance of students in solving
mathematical problems?
1.3 RESEARCH OBJECTIVES
The main concerns of this study are:
1. To decrease the level of anxiety of students while facing mathematics.
2. The build up their confidence level when working with mathematics through
cooperative learning and peer tutoring.
4
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
7. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
1.4 LIMITATION
The limitations of the study are those characteristics of design or methodology
that impacted or influenced the application or interpretation of the results of your study.
They are the constraints on generalize ability and utility of findings that are the result
of the ways in which you chose to design the study and/or the method used to establish
internal and external validity. (USC Libraries, 2012)
Most of the research no matter how well it is conducted will also suffer from
limitation and most commonly known or understand was the limitation on time. This
research was done under the terms of action research which is define as is a reflective
process of progressive problem solving led by individuals working with others in
teams or as part of a "community of practice" to improve the way they address issues
and solve problems (Wikipedia, 2012). With almost as same as how Eileen (2000)
defining action research as a collaborative activity among colleagues searching for
solutions to everyday, real problems experienced in schools, or looking for ways to
improve instruction and increase student achievement.
Therefore, it is impossible an observation can well be done in a giving short
period of three weeks’ time. Observation was done by following the pace of teaching
and learning progress where teacher using creativity to teach at the same time
observing the ability of students’ absorption on what they have learn, and at the end
responding to the questions given by teacher. Hence, consequentially the availability
5
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
8. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
in choosing sample has limited to one school as it is the most reasonable afford to
collect data for this study.
Mathematics Anxiety Rating Scales (MARS) was developed by Richardson
and Suinn (1972) as a 98- item tool to diagnose and recommend treatments for
mathematics anxiety (Yucedag-Ozcan & Brewer, 2011). The availability to obtain
high validity of MARS was also become one of the limitation in increasing the validity
of this study where the cost of purchasing MARS, which has commonly use in rating
subject relating to mathematical anxiety, are out of budget while doing the research.
Therefore, the use of Mathematics Anxiety Scale can only be evaluate through
modifying the part that previous researchers who published their study, which can are
freely accessed by publics.
6
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
9. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
2.0 LITERATURE REVIEW
A negative relationship between math anxiety and math achievement has
been found across all grade levels, k-college. In fact, math anxiety is often associated
with relatively low performance in mathematical activity (Saeed & Hassan, 2012). It is
to be believes that individual low performance may overcome by associating with the
other in peer study or cooperative learning to build up the confidence in dealing with
mathematics dilemmas.
Anxiety about mathematics is tied to low mathematics grades and
standardized test scores, yet not all math-anxious individuals perform equally poorly
in mathematics. (Ian & Sian, 2011) but having anxiety will cause failure to the
performance in doing math. Tobias (1993) said that experience of failure becomes a
block to furthering their study of mathematics. (Catherine, 2006)
Ferrari (2004) mentioned that peer mentoring challenges the traditional
assumption that the mentor knows more and knows best (Robert Townsend, Melinda
Delves, Tracy Kidd and Bev Figg, 2011), but Keith Topping and Shirley Hill defining
that peer tutoring as people from similar social groupings who are not professional
teachers are helping each other to learn and learning themselves by teaching. (Agnes G,
Agnes T, Howard D. and Margaret O., n.d) The learning process was in term of
complementary each weak section among different individual. Peer tutoring take place
where, normally two students, helping each other or having discussion to study same
7
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
10. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
topic or subject together.
Nillsen (2004), Ball and Pelco (2006) mentioned that participation in team
activities whereby through discussion of content, students may gain ‘new ideas,
insights, connections and interactions’ which may aid better student engagement with
the content and better recall of content (Farrell B.J & Farrell H.M, 2008)
Paula Maria Barrett (2000) believes that the anxiety can be treat as children
are heavily dependent upon their immediate family and peer environment. Therefore it
has to be an effect from the cooperative learning or peer group learning which each
member of the group are actually come from different background and cultural, that
are to be expected may affecting each other in the behaviour of learning to overcoming
mathematics anxiety.
Sometimes the students who could most benefit from the positive effects of
peer learning are the ones least likely to participate due to fear of exposing their
academic weaknesses to others or even to themselves (Arendale, 2007). This happen
to nearly most of the school that there will be certain categories of students facing the
difficulties of participating in the learning activities. Constructing peer group studying
would be necessary to overcome or lower down the intend of avoidance such as
playing mathematics games in a group, sharing understanding of mind of thought
regarding to mathematics course, or receiving assist from their friends.
8
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
11. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
3.0 METHODOLOGY
3.1 RESEARCH DESIGN
Since the purpose of my study was to help students overcome their math
anxiety through cooperative learning and peer tutoring and to help them build
up their confidence levels when working with math, thus this study discussed on
the interview of mathematic anxiety- Mathitude Survey and observation on the
sample groups.
3.2 SAMPLE OF THE STUDY
Subjects of this mini research are the pupils of Standard 3K from SJK(C)
Khing Ming, Kuala Kubu Baru. To select the participants for the focus group in
this mini research, a simple structured interview was carried out to all the pupils
of Standard 3K. Then, the participants who had the high mathematics anxiety
were selected based on the responses from the interview about mathematics
anxiety.
3.2 PROCEDURES
Data will be collected from the 6 participants in the focus group. All
these participants are diagnosed with mathematics anxiety. Hence, they will be
given the same kind of treatment. Data are collected from the four sessions
below:
9
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
12. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
Session 1: Peer Tutoring Model
Each participant chose a peer tutor on their own. The concept and definition of
tutoring were first discussed and examples on how the tutors help their friends will be
provided. The tutors who selected need to play the following roles: the tutor had to give
suggestions and provide explanations, and check and report the pupils’ works. During
the tutoring session, the teacher must always be available to assist the tutors when they
have problems and also to supervise the whole tutoring session. Then, the teacher as the
researcher facilitated and moderated the tutoring session, creating a good relationship
between the participants of the focus group with their tutors. This was to make the
pupils less anxious and allows the sharing of the proposed objectives.
Session 2: Cooperative Learning Model
The teacher prepared a task which is to be accomplished in cooperative groups.
Three pairs of tutors with their pupils grouped together to complete the task. In the
Cooperative Learning model, the students assume roles which are different at the social
level. The good pupils oriented to the task and be the speaker whereas the other pupils
be the observer and checked the result of works. However, they were involved in the
same way in facing the problem posed.
Session 3: Observation
Teacher as the researcher listened, observed and analysed the focus groups
throughout the 3 weeks of peer tutoring and cooperative learning activities. Then the
10
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
13. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
researcher recorded observations of the focus group by making notes of what has been
observed.
Session 4: The interview
The interviews were carried out again after the treatment (peer tutoring and
cooperative learning).
a) Structured interviews
The teacher asked each respondent the same questions in the same way with
tightly structured schedule of questions are used - Mathitude Survey. There were only 6
items in the questionnaire. However, it limited range of responses can be elicited.
b) Unstructured interviews
This type of interview aimed to discuss on the questions on the basis of the
interviewee’s previous response. Interviews should be fairly informal. Interviewees
should feel as though they are participating in a conversation or discussion rather than
in a formal question and answer situation.
3.3 CONSTRUCTION OF THE INSTRUMENT
There were six items only on the simple Mathitude Survey to assess the pupils’
attitudes toward mathematics. Responses on the items are either Yes or No. However,
there was also a comment space for the responses to give their opinions. This activity
can serve as a lead-in to prompt students to discuss their own feelings about
mathematics.
11
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
14. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
4.0 ANALYSIS
Below is a summary of results obtained from interview procedures in answering
the research questions - Mathitude Survey. Students’ responses on mathematic anxiety
are illustrated in Chart 1 and 2.
Responses to Item 1 to 3
6
5
Number of responses
4
3
2
No
1 Yes
0
Item 1 Item 2 Item 3 Item 1 Item 2 Item 3
Before the treatment After the treatment
Item 1: I enjoy math.
Item 2: Mathematics is very interesting.
Item 3: I never get tired of working with numbers.
Chart 1 the positive attitudes toward mathematics.
My data showed that there was a positive change in the students’ attitudes
towards mathematics after the treatment. Before the students assigned into the peer
tutoring and cooperative learning, they did not show their much interest on
mathematics. However, their perception changed after they actively involved in the
peer tutoring and cooperative learning. Five out of six students enjoyed mathematics
and 4 students felt never get tired of working with numbers. The most surprising was
all the six students mentioned that mathematics became interesting for them.
12
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
15. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
Responses to Item 4 to 6
6
5
Number of responses
4
3
2
No
1 Yes
0
Item 4 Item 5 Item 6 Item 4 Item 5 Item 6
Before the treatment After the treatment
Item 4: I am nervous about this upcoming semester test in math.
Item 5: I avoid math because I am not very good at it.
Item 6: I am afraid of doing problem solving.
Chart 2 the negative attitudes toward mathematics.
My second data showed that there was a positive change in the students’
mathematics anxiety after the treatment. Most of the students were nervous about the
upcoming test and afraid of doing mathematics especially problem solving. All of them
had the same thought which was tried to avoid mathematics because they admitted that
they were not good at it. Their mathematics anxieties seem to be overcome after they
actively involved in the peer tutoring and cooperative learning. Five out of six students
became not nervous about the upcoming test and willing to for the problem solving.
There was only one students still wanted to avoid the mathematics because he think that
his still not good in mathematics.
13
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
16. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
4.1 DISCUSSION
The result of this small study has revealed relationship between the
learning activities (peer tutoring and cooperative learning) and mathematics anxiety. It
could happen because when pupils with the guidance and help from their friends have
positive attitude toward mathematics. When they confronted with this new type of
learning activities, they feel less anxious and less tension. One of the pupils said that
he felt be more motivated to learn mathematic with such positive attitudes. The
motivation made them felt that mathematics was something interesting to learn and
they would enjoy learning it.
Sometimes the teacher could not identify the difficulties of the pupils in order
to understand a very simple mathematics concept. However, this could easily
overcome through the peer tutoring because their friends understand more about their
weaknesses and abilities. When I asked pupil why she became never get tired of
working with numbers. Then, she mentioned that she had better understanding on the
mathematics concept after the explanation by her tutor. Thus, she could work with
numbers easily with the help and guidance from her tutor. As the result, she enjoyed
the mathematics. Meanwhile, the tutors strengthen competence in mathematics after
they explained the concept to their friends. From the social aspects, the tutors’
language ability and skills in interpersonal communication also been improved and
their relation with the pupils became closer.
I felt that the pupils easily to give up in solving the task when unable to solve
the problem alone whereas their friends can solve the problem easily. However, the
14
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
17. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
situation changed when the sharing of their conceptual knowledge support their better
understanding in solving the mathematics problems. The pupils felt more successful
when they encouraged discussion in the mathematics tasks. When I observed the way
of pupils to solve a task, the pupils reflected on what they did and discussed how they
could do better. This meaningful discussion was able to reduce their tension and stress
and develop their collaboration.
The most important result was that the pupils’ mathematics anxiety had
reduced when they working together with their friends. When I look at the pupils’
work, pupils paid more attention and concentration on mathematics concept when they
working in their friendly group. This situation showed that the cooperative learning
produced the meaningful learning compared with the pupils working individually. The
pupils seem not to avoid in mathematics although they knew that they were not good
in mathematics. They tried to face and challenge it because they really learnt to
become better in mathematics in the cooperative learning.
15
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
18. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
5.0 REFLECTION
As a result of my research, I found that teacher should encourages pupils work
in cooperative and peer tutoring because collaboration is useful and it able to reduce
stress and tension in mathematics learning. All pupils participate in the construction
and exploration of knowledge through these learning activities. It makes the pupils
understand on their responsibilities for their own and as well as their friends learning
process. It is also able to raise the awareness of the positive attitude for a meaningful
learning. Meanwhile, the pupils have high self esteem and confidence in achievement
of mathematics learning since their anxiety have been overcome and reduce the chances
of failure.
However, the creating of peer tutoring and cooperative learning environment for
pupils does not mean that it allow the teacher escape from their responsibility. The
teachers play very important role as the facilitator and coordinator for the tutoring and
cooperative discussing learning activities. There is necessary for teacher to aware on
the choices of suitable mathematics tasks for the peer tutoring and group discussion. It
is more fruitful prepare a task to accomplish in peer tutoring and cooperative learning
rather than asking directly to the pupils work in individually. As we know, when the
pupils work in their friendly group, their mathematics anxiety will be reducing.
When a teacher able to intertwine both activities (peer tutoring and cooperative
learning) in the educational process, all the pupils can have the better positive attitude
towards mathematics and improve their interpersonal relationships.
16
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
19. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
Reference:
Agnes Gardner, Agnes Tiwari, Howard Davies & Margaret O’ Donoghue. (n.d) Peer
tutoring. Learning and Teaching Resource Center. Retrieve from
http://ltrc.edc.polyu.edu.hk/student02_1.html
Arendale, David R. (2007). Postsecondary Peer Cooperative Learning Programs:
Annotated Bibliography. College of Education and Human Development.
University of Minnesota Minneapolis, MN. Retrieve from
http://www.utas.edu.au/__data/assets/pdf_file/0005/129371/Postsecondary-
Peer-Cooperative-Learning.pdf
Farrell, B. J. & Farrell, H. M. (2008). Student satisfaction with cooperative learning in
an Accounting curriculum, Journal of University Teaching & Learning
Practice, 5, 2. Retreive from http://ro.uow.edu.au/jutlp/vol5/iss2/4
Ferrance, Eileen. (2000). Action Research. Northeast and Islands Regional Educational
Laboratory At Brown University. Retrieve from
http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf
Ian M. Lynos & Sian L. Beilock (2011). Mathematics Anxiety: Separating the Math
from the Anxiety. Oxford University Press. Retrieve from
http://cercor.oxfordjournals.org/content/early/2011/10/19/cercor.bhr289.short?rss
=1
Johnson, Catherine Erin (2006). Attitude or Anxiety: Mathematics Disposition of High
School Algebra I Students. Wichita State University. Retrieve from
http://www.dl-
provider.com/search/attitude%20or%20anxiety%20mathematics%20disposition%
20of%20high%20school%20.pdf.html?aff.id=1376
17
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
20. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
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
Paula Maria Barrett (2000). Treatment of Childhood Anxiety: Developmental Aspects.
Clinical Psychology Review, 20, 4, 479 – 494.
Saeed Daneshamooz & Hassan Alamolhodaei (2012). Cooperative learning and
academic hardiness on students’ mathematical performance with different levels
of mathematics anxiety. International Research Journal, 3, 3, 270 – 276.
Thirteen Ed. Online, Educational Broadcasting Corporation (2004). What are some
critical perspectives?. Retrieve from
http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub4.html
USC Libraries, University of Southern California. (2012) Organizing Your Social
Sciences Research Paper: Limitation of the study. Retrieve from
http://libguides.usc.edu/content.php?pid=83009&sid=616083
Wikipedia, The Free Encyclopedia. (2012). Cooperative learning. Retrieved from
http://en.wikipedia.org/w/index.php?title=Cooperative_learning&oldid=4852735
31
Wikipedia, The Free Encyclopedia. (2012). Action research. Retrieved from 2012,
http://en.wikipedia.org/w/index.php?title=Action_research&oldid=487314269
Yucedag-Ozcan, Arfe & Brewer, Susan. (2011). Adaptation of Mathematics Anxiety
Rating Scale-Revised (MARS-R) for Adult Online Students. The Board of
Regents of the University of Wisconsin System. Retrieve from
http://www.uwex.edu/disted/conference/Resource_library/proceedings/45335_2
011.pdf
18
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
21. SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATION
Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety
Instrument:
Mathitude Survey
Please tick () for each questions. If you would like there is room for you to leave
additional comments.
Question Yes No Comment /
Opinion
1. I enjoy math.
2. Mathematics is very
interesting.
3. I never get tired of working
with numbers.
4. I am nervous about this
upcoming semester test in
math.
5. I avoid math because I am not
very good at it.
6. I am afraid of doing problem
solving.
19
TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)