Abstract / Synopsis
Although a handful of studies have investigated the prevalence of math anx- iety among Turkish school children and its relationship with several variables like attitudes toward math, gender, self-efficacy, parental style, there is as of now no study focusing on development psychological interventions to cope with math anxiety. Most of the extant studies use quantitative approaches, but in order to develop intervention programs, researchers need to know how math anxiety develops, what kinds of personal variables or factors take place in this process, and what kind of emotional and cognitive reactions hold by students about math. Thus in our research, we employ qualitative methods to investigate the mathematical experiences of high school students in Turkey who have low math achievement. We discuss our findings in the context of the relevant literature. Based on these findings, psychological intervention programs may be developed to help students cope with math anxiety and remove the cognitive and emotional barrier to learning and loving mathematics.
DOI
10.5642/jhummath.HPCO7924
Recommended Citation
Vahap Yorgun & Serdal Mert, "Mathematical Anxiety in the Turkish Context: Mathematical Experiences of High School Students," Journal of Humanistic Mathematics, Volume 14 Issue 2 (July 2024), pages 4-26. DOI: 10.5642/jhummath.HPCO7924. Available at: https://scholarship.claremont.edu/jhm/vol14/iss2/3
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