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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/106853

    Title: Math anxiety and problem-solving strategies for early middle school math performance
    Authors: Orabuchi, N.;Yeh, C. J.;Chung, C. H.;Moore, L.
    Date: 2012/03/29
    Issue Date: 2016-04-27 11:25:59 (UTC+8)
    Abstract: The purpose of this study is to explore math anxiety and problem solving
    strategies using an experimental study to compare early middle school students’
    math performance in two classrooms with and without a two week intervention using
    the Brace and Flow Map problem solving strategy. An additional goal of the study is
    to evaluate the two math anxiety assessments to determine which instrument better
    reflects early middle school students’ math anxiety. The results revealed that the
    gain scores of students’ math performances between the two groups did not yield
    significant differences; however, the mean of the gain scores in the treatment group
    accepting the problem solving strategy intervention was higher than the control
    group. Based on statistical results, survey A regarding math anxiety displayed higher
    reliability and consistency, but survey B was preferred from the students’
    perspective. Research and educators can further examine the gap between statistical
    analysis and students’ view of their math anxiety when they choose a problem
    solving instrument
    Relation: Society for Information Technology and Teacher Education International Conference 2013
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Proceeding

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