In many ways I am not ready to begin analyzing data because I have only established my baseline assessment of students math anxiety. In order to truly analyze results, then come to accurate conclusions, I will have to wait until the end of the semester. At that time I will have reassessed the students to determine how their levels of anxiety have changed and I will have also determined their final grade averages. While, at this time, I am not able to state any valid conclusions, I can guess at what I will see. I think that I will see a decrease in students math anxiety due to the teacher interventions that we have tried but despite that decrease in math anxiety I do not think that I will see any drastic increase in student performance over the course of the semester. If this is the case then I will have to confront the reality that low levels of math anxiety may not be the biggest predictor of student success in math classes. This will help to answer one of my guiding questions for my research, " What correlation exists between math anxiety and students performance in a math course?"
While I may not see a dramatic increase in student academic performance I do believe that I will see a decrease in students math anxiety. This will have an impact on where I go next with my research in that I would want to determine which teacher intervention has the most affect in decreasing students math anxiety, when implemented effectively over time. Diving deep into the teacher interventions that I implemented over the course of the initial study, I would want to further survey students in order to determine how to best reduce students math anxiety, increase positive dispositions towards mathematics and hopefully, eventually find a way to increase students performance in math courses.
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Brandon DeJesusMath Archives
July 2019
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