Mathematics Anxiety and the Instructional Triangle: A Case Study of Remedial College Instructors
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Authors
Pringle, Njeri Monik
Issue Date
2020-12
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Mathematics , Math anxiety , Math anxiety--Evaluation , Education, Higher
Alternative Title
Abstract
Approximately 80% of community college students and 25% of four-year students taking mathematics courses in post-secondary institutions struggle with moderate to high math anxiety, and 67% of two-year and 44% of four-year students are remedial noncompleters “no degree and not enrolled” (Chen, 2016, p. 35). Tobias (1993) stated that it makes no difference if the failure occurs in a K-12 or college course; failure is both instant and frightening (1993, p. 50). Tobias (1993) connected students’ anxiety and their avoidance of degrees and or occupations that required mathematical tasks. As remedial courses serve as the gateway for students to access core and degree earning courses, remediation is pivotal in a students’ college career. Ususimaki and Nason (2004) examined three origins of mathematics anxiety: environmental, intellectual, and personality factors. The environmental components of math anxiety seem to be more external, including parents, teachers, and peers. The researchers sought to discover the incongruencies between curriculum design, teachers’ practices, and curriculum implementation. Thus, the interactive or relational nature of teaching rather than the vision or design of education is the focus of The Instructional Triangle, which illustrates the relationships between the environmental factors within a mathematical environment (teacher, students, other students, and content) (Ball & Forzani, 2009). The purpose of this study is to determine the strategies and practices used by educators who teach remedial mathematics courses at postsecondary institutions in South Georgia to students with moderate to high math anxiety who are unlikely to graduate. This study may have value for educators at any level as they may develop and implement instruction to address anxiety. Additionally, higher education institutions and their pedagogical programs and classes may apply this study's findings to increase students’ matriculation and retention.
Keyword 1: Mathematics Anxiety
Keyword 2: Educator's Anxiety
Keyword 3: Students' Anxiety
Keyword 4: Disconnections
Keyword 5: Connections
Keyword 6: Instructional Triangle
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.