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ERIC Number: ED334083
Record Type: RIE
Publication Date: 1990-Oct
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mathematics Anxiety in the Navajo Reservation School.
Hadfield, Oakley D.; And Others
Of the many factors that have been proposed as a rationale for poor mathematics conceptualization by American Indians, cultural factors remain the most popular when explanations are submitted. Additionally, the accepted fault for poor achievement is focused upon mathematics anxiety. A study of American Indian school mathematics achievement and mathematics anxiety was conducted at a middle school on the Navajo Indian Reservation in northern New Mexico/Arizona with a total sample of 353 students. The relationships of both achievement and anxiety to certain cognitive style predictor variables was also investigated through the use of the Comprehensive Test of Basic Skills Mathematics Subtest (CTBS, 1982), the Mathematics Anxiety Rating Scale for Adolescents (MARS-A), and the Learning Style Profile as designed by the National Association of Secondary School Principals Learning Style Task Force (NASSP-LSP). Results indicated that mathematics achievement was near the national norm in computational skills, but significantly lower in application skills. Also, mathematics anxiety was found to be excessively high for the entire sample population. Discussion focused upon the possibility that language deficiencies were the underlying cause for the discrepancies between computational and application skills. (29 references) (JJK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Comprehensive Tests of Basic Skills; Learning Style Profile (NASSP); Mathematics Anxiety Rating Scale; Navajo Reservation; New Mexico
Note: Paper presented at the Annual National Convention of the School Science and Mathematics Association (Cincinnati, OH, October 12, 1990).