ERIC Number: ED335229
Record Type: Non-Journal
Publication Date: 1991-Jul
Reference Count: N/A
Mathematics Anxiety: A Study of Minority Students in an Open Admissions Setting.
Hauge, Sharon K.
Previous studies within traditional university settings indicate that a student's mathematics anxiety is directly correlated to previous school mathematics performance, as well as the attitudes developed during those prior mathematics classroom experiences. As a consequence, special programs have been devised at local levels to help students cope more effectively with mathematics anxiety, particularly in nontraditional universities serving minority students, since these students matriculate with relatively low levels of skill in mathematics and presumably high levels of apprehension. This study is an attempt to determine whether previous research findings concerning mathematics anxiety are directly generalizable to the nontraditional university settings. At an open admissions urban university, the students comprising all six sections (n=106) of an introductory mathematics survey course were administered questionnaires about their previous mathematics experience and their attitudes about current mathematics involvement. Further, the students were supplied with a form of the Mathematics Anxiety Scale (Fennema and Sherman, 1976), as modified for applicability to college students. Among the results, positive attitudes toward mathematics were inversely related to mathematics anxiety, which is similar to previous findings. The number of mathematics courses taken in high school, however, was positively related to mathematics anxiety, which is contrary to previous research findings. (19 references) (JJK)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Fennema Sherman Mathematics Attitudes Scales