Hur relationella faktorer påverkar matematikängslan hos yngre elever : En kunskapsöversikt kring lärarstöd, attityder och överförbara faktorer på matematikängslan

Sammanfattning

This research study is done with the intention of examining the relational effects on young students' math anxiety. This study explores how math anxiety expresses itself in early school years and the possibility of using teacher support as a method to decrease the risk of developing math anxiety. The purpose is to provide teachers with new knowledge about how the classroom environment plays a role in students' attitudes towards mathematics. The findings of the literature review display a consistent positive effect of relational effects on young students' mathematics anxiety. For example, strong teacher support creates motivating classroom environments, which reduces negative feelings in mathematics learning. Studies confirmed that strong teacher support had a positive effect on mathematics anxiety, however, one of the studies showed that perceived teacher support could not predict the risk of math anxiety in later school years. Positive attitudes induce higher levels of engagement and motivation, which reduces avoidance behaviors. The positive attitudes also have a strengthening effect on students' self-confidence and encourage independent work, which supports mathematical abilities.