An Analysis of Mathematics Anxiety Among
First Year BSE Mathematics students of
Northwest Samar State University
Review Related Literature
The subsequent sections reference my conceptual framework and the reasons why this study
was conducted. Math self-efficacy, theories of intelligence, gender, stereotype danger, first-generation
college status, and social capital, in my opinion, are all connected to math anxiety. In each area of the
literature review, I make references to studies that back up this assertion.
Mathematics Anxiety
According to Ashcraft (2002) on page 181, “a feeling of tension, apprehension, or fear that
interferes with mathematical performance” is what is meant by mathematics anxiety. In addition, it
has been described as discomfort in any situation involving interaction with mathematics (Legg &
Locker, 2009) and “feelings of tension and anxiety that interfere with the manipulation of numbers
and the solving of mathematical problems in a wide variety of ordinary life and academic situations”
(Richardson & Suinn, 1972, p. 551). In accordance with Lyons and Beilock (2012), anxiety over
arithmetic is a phobia that causes unpleasant emotional reactions, and Buscal & Paznokas (2006)
discovered that avoiding math can result in anxiety-related understanding problems. Another way to
explain mathematics anxiety is as a link between math and the likelihood of failure, where the anxiety
is brought on by the dread of failure (Pekrun, 2006).
However, Individuals who are worried about mathematics may even experience
discomfort when anticipating arithmetic encounters (Lyons & Beilock, 2012). Additionally, extremely
math-anxious pupils have increased amygdala activity while doing math problems, which might
negatively affect their working memory capacity and hinder their arithmetic performance (Young et
al., 2012). The Young and others. The posterior parietal and dorsolateral prefrontal cortex, which are
essential for mathematical reasoning and potentially impair pupils’ performance in mathematical
scenarios, showed lower activity in an MRI study of 7-9-year-olds. Klados et al. (2017) investigated
the differences in cortical networks between university students with low and high mathematics
anxiety and found differences in both integration and segregation prior to mathematical work,
indicating that anticipatory anxiety negatively impacts mathematics-anxious learners when confronted
with mathematics. In arrange to be effective in mathematical situations, learners got to be able to get
to their working memory assets, which may be compromised due to having to direct their enthusiastic
responses to arithmetic anxiety (Rubinsten and Tannock, 2010). The comes about of this ponder
demonstrate that math, feelings, and moo accomplishment in science are straightforwardly related.
In line with this, Data from the International Program for the Assessment of Student
Assessment (PISA) show a negative association between mathematics anxiety and poorer
mathematics performance in 15-year-olds. In 2012, 63 of 64 educational institutions reported that
students with higher levels of math anxiety performed worse in math. The data also shows countries
People with high grades in mathematics have low grades in mathematics Anxiety (OECD, 2013).
Interestingly, math anxiety is specific to math situations. And achievement (usually not necessarily
testing for anxiety), not necessarily implying anxiety Also in other content areas (Lyons and Beilock,
2012). Maloney et al. (2015) students from Parents with math anxiety (who helped their children with
their homework) had lower end-of-year math scores, but reading scores were unaffected. This
indicates that mathematical anxiety is specific to mathematical experience. This is also interesting
High-performing students (90th percentile) are more affected by mathematics anxiety than low-
performing students (10th percentile) (OECD, 2013).
These descriptions of mathematics anxiety and its effects reflect many of the feelings of
many teachers who plan to enroll in educational courses with mathematics anxiety (Gonzales-). Dejas
et al., 2017. Van der Sant and O’Brien, 2017). The mathematical anxieties they face are probably Add
to this the fear of teaching mathematics to relieve anxiety about their future. Student.
