Does mathematical anxiety differ cross-culturally?
Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative...
- Autores:
-
Brown, Jennifer L.
Ortiz Padilla, Myriam
Soto Varela, Roberto
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Simón Bolívar
- Repositorio:
- Repositorio Digital USB
- Idioma:
- eng
- OAI Identifier:
- oai:bonga.unisimon.edu.co:20.500.12442/4531
- Acceso en línea:
- https://hdl.handle.net/20.500.12442/4531
- Palabra clave:
- Mathematical anxiety
Post-Secondary
Cross-Cultural
Math Evaluation Anxiety
- Rights
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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Does mathematical anxiety differ cross-culturally? |
| title |
Does mathematical anxiety differ cross-culturally? |
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Does mathematical anxiety differ cross-culturally? Mathematical anxiety Post-Secondary Cross-Cultural Math Evaluation Anxiety |
| title_short |
Does mathematical anxiety differ cross-culturally? |
| title_full |
Does mathematical anxiety differ cross-culturally? |
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Does mathematical anxiety differ cross-culturally? |
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Does mathematical anxiety differ cross-culturally? |
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Does mathematical anxiety differ cross-culturally? |
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Brown, Jennifer L. Ortiz Padilla, Myriam Soto Varela, Roberto |
| dc.contributor.author.none.fl_str_mv |
Brown, Jennifer L. Ortiz Padilla, Myriam Soto Varela, Roberto |
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Mathematical anxiety Post-Secondary Cross-Cultural Math Evaluation Anxiety |
| topic |
Mathematical anxiety Post-Secondary Cross-Cultural Math Evaluation Anxiety |
| description |
Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures. |
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2020 |
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2020 |
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article |
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http://purl.org/coar/resource_type/c_6501 |
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22547339 |
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https://hdl.handle.net/20.500.12442/4531 |
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eng |
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eng |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 |
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Universidad de Alicante |
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Journal of New Approaches in Educational Research |
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Vol. 9 N°. 1 (2020) |
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Universidad Simón Bolívar |
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https://doi.org/10.7821/naer.2020.1.464 |
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Brown, Jennifer L.64186609-3179-4e60-9a09-d5680ae6fd50Ortiz Padilla, Myriam01cea288-c2db-4828-90f6-201ce11b4cd9Soto Varela, Robertoab96c25e-7339-48e2-a6b6-e4f03bb1f8242020-01-17T13:26:26Z2020-01-17T13:26:26Z202022547339https://hdl.handle.net/20.500.12442/4531Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically significant difference in learning maths anxiety when comparing the two cultures.pdfengUniversidad de AlicanteAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Journal of New Approaches in Educational ResearchVol. 9 N°. 1 (2020)https://doi.org/10.7821/naer.2020.1.464Mathematical anxietyPost-SecondaryCross-CulturalMath Evaluation AnxietyDoes mathematical anxiety differ cross-culturally?articlehttp://purl.org/coar/resource_type/c_6501Agredo, S. M. M., Ávila Díaz, W. F., & Grisales, M. C. (2014). Prácticas culturales y su influencia en el rendimiento académico. Plumilla Educativa, 13(1), 176–193. https://doi.org/10.30554/ plumillaedu.13.406.2014Cerda, G., Ruiz, R. O., Casas, J. A., Rey, R., & Pérez, C. (2016). Predisposición desfavorable hacia el aprendizaje de las Matemáticas: una propuesta para su medición. Estudios pedagógicos (Valdivia). Estudios pedagógicos (Valdivia), 42(1), 53–63. https://doi.org/10.4067/S0718 -07052016000100004Delgado, I., Espinoza, J., & Fonseca, J. (2017). Ansiedad matemática en estudiantes universitarios de Costa Rica y su relación con el rendimiento académico y variables sociodemográficas. Propósitos y Representaciones, 5(1), 275–324. https://doi.org/10.20511/pyr2017.v5n1.148García-Santillán, A., Escalera-Chávez, M. E., Santana-Villegas, J. C., & Guzmán-Rivas, B. Y. (2016). Estudio empírico para determinar el nivel de ansiedad hacia la matemática en estudiantes universitarios. International Journal of Developmental and Educational Psychology, 1(2), 441– 452. https://doi.org/10.17060/ijodaep.2016.n2.v1.545Gómez-Chacón, I. M. (2010). Actitudes de los estudiantes en el aprendizaje de la matemática con tecnología. Enseñanza de Las Ciencias, 28(2), 227–244. https://doi.org/10.5565/rev/ec/v28n2 .197ICFES. (2017). National results report. Colombia in PISA 2015. Bogotá, Colombia: Colombian Institute for Educational Evaluation.Jácquez, L. F. H. (2018). Perfil sociodemográfico y académico en estudiantes universitarios respecto a su autoeficacia académica percibida. Psicogente, 21(39), 35–49. https://doi.org/10.17081/ psico.21.39.2820NCTM. (2003). Principios y estándares para la educación matemática. USA: Reston.Pérez-Tyteca, P. (2012). La ansiedad matemática como centro de un modelo causal predictivo de la elección de carreras (Doctoral dissertation). Retrieved from http://hdl.handle.net/10481/ 23293Solà, N. G., Planas, N., & Vilella, X. (2000). 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Behavioral and Brain Functions, 8, 1–9. https://doi.org/10.1186/1744-9081-8-33Eccius-Wellmann, C., Lara-Barragán, A. G., Martschink, B., & Freitag, S. (2017). Comparison of mathematical anxiety profiles between Mexican students and German students. Ibero-American Journal of Higher Education, 8(23), 69–83. https://doi.org/10.22201/iisue .20072872e.2017.23.3011Garbanzo-Vargas, G. M. (2016). Organizational Development and Change Processes in Educational Institutions, a Challenge for The Management of Education. Revista Educación, 1(40), 67–87. https://doi.org/10.15517/revedu.v40i1.22534García-Santillán, A., Martínez-Rodríguez, V., & Santana, J. C. (2018). Psychometric Properties of the RMARS Scale in High School Students. European Journal of Contemporary Education, 7(1), 97–117. https://doi.org/10.13187/ejced.2018.1.97Hopko, D. R., Mahadevan, R., Bare, R. L., & Hunt, M. K. (2003). The abbreviated math anxiety scale (AMAS): Construction, validity, and reliability. Assessment, 10(2), 178–182. https://doi.org/ 10.1177/1073191103010002008Isiksal, M., Curran, J. M., Koc, Y., & Askun, C. S. (2009). Mathematics anxiety and mathematical self-concept: Considerations in preparing elementary-school teachers. Social Behavior and Personality, 37(5), 631–643. https://doi.org/10.2224/sbp.2009.37.5.631Justicia-Galiano, M. J., Pelegrina, S., Lechuga, M. T., Gutiérrez-Palma, N., Martín-Puga, E. M., & Lendínez, C. (2016). Math anxiety and its relationship to inhibitory abilities and perceived emotional intelligence / Ansiedad matemática y su relación con capacidades inhibitorias e inteligencia emocional percibida. Anales de Psicología, 1, 125–125. https://doi.org/10.6018/ analesps.32.1.194891Kastberg, D., Chan, J. Y., Murray, G., & Gonzales, P. (2016). Performance of U.S. 15-year-old students in science, reading, and mathematics literacy in an international context: First look at PISA 2015 (NCES 2017-048). Retrieved from https://nces.ed.gov/pubs2017/2017048.pdfMaloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115–128. https://doi.org/10.1080/14794802.2013.797744Marshall, G. (2000). Explaining mathematics anxiety in college students. A research project. The Mathematics Educator, 5(1/2), 108–116.Mehdinezhad, V., & Bamari, Z. (2015). The Relationship between Test Anxiety, Epistemological Beliefs and Problem Solving among Students. Journal of New Approaches in Educational Research, 4(1), 2–8. https://doi.org/10.7821/naer.2015.1.97O’Leary, K., Fitzpatrick, C. L., & Hallett, D. (2017). Math anxiety is related to some, but not all, experiences with math. Frontiers in Psychology, 8, 1–14. https://doi.org/10.3389/fpsyg.2017 .02067Pérez-Tyteca, P., Castro, E., Rico, L., & Castro, E. (2011). 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