The role of technology in reducing mathematics anxiety in primary school students

Zara Ersozlu

doi:10.30935/cedtech/14717

Zara Ersozlu ¹ ^*

More Detail

CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep517

https://doi.org/10.30935/cedtech/14717

Submitted: 17 March 2024, Published Online: 12 June 2024

OPEN ACCESS 1414 Views 1296 Downloads

Download Full Text (PDF)

Abstract

Mathematics anxiety is a significant problem in education that affects students’ learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a mixed picture, where learning mathematics through online distance education increases mathematics anxiety, especially among primary school students, while interventions such as game-based learning and digital tools show positive results in reducing students’ mathematics anxiety levels. Additionally, the results of this study contribute to ongoing discussions on effective strategies to reduce mathematics anxiety and improve mathematics education through the integration of technology, providing new understanding among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments. Using technology to reduce mathematics anxiety and increase student achievement emphasizes the importance of collaborative efforts.

Keywords: mathematics anxiety, technology, digital tools, primary school students, positive attitudes towards mathematics

References

Alam, S. S., & Dubé, A. K. (2023). How does the modern home environment impact children’s mathematics knowledge? Evidence from Canadian elementary children’s digital home numeracy practice (DHNP). Journal of Computer Assisted Learning, 39(4), 1211-1241. https://doi.org/10.1111/jcal.12795
Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M.-T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 74-85. https://doi.org/10.1016/j.compedu.2008.12.020
Ashcraft, M., & Krause, J. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14, 243-248. https://doi.org/10.3758/BF03194059
Atoyebi, O., & Atoyebi, S. (2022). Do technology-based approaches reduce mathematics anxiety? A systematic literature review. International Journal of Research and Innovation in Social Science, 6, 502-509. https://doi.org/10.47772/IJRISS.2022.61027
Bawa, P. (2019). Using Kahoot to inspire. Journal of Educational Technology Systems, 47(3), 373-390. https://doi.org/10.1177/0047239518804173
Chang, H., & Beilock, S. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10, 33-38. https://doi.org/10.1016/j.cobeha.2016.04.011
Chen, Y. (2019). Effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course. Journal of Educational Computing Research, 57(7), 1695-1722. https://doi.org/10.1177/0735633119854036
del Olmo-Muñoz, J., Bueno-Baquero, A., Cózar-Gutiérrez, R., & González-Calero, J. A. (2013). Exploring gamification approaches for enhancing computational thinking in young learners. Education Sciences, 13(5), 487. https://doi.org/10.3390/educsci13050487
Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213-226. https://doi.org/10.1016/j.compedu.2018.02.007
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 508.
Ersozlu, Z., Blake, D., Usak, M., & Hawken, S. (2022). Addressing preservice teacher’s reasons for mathematics and test anxiety. European Journal of Educational Research, 11(3), 1715-1728. https://doi.org/10.12973/eujer.11.3.1715
Geary, D. C., Hoard, M. K., Nugent, L., Chu, F., Scofield, J. E., & Hibbard, D. F. (2019). Sex differences in mathematics anxiety and attitudes: Concurrent and longitudinal relations to mathematical competence. Journal of Educational Psychology, 111(8), 1447-1461. https://doi.org/10.1037/edu0000355
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B. D., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
Herman, T., Arifin, S., Utami, N. S., & Fathiyah, I. (2023). Student’s mathematics anxiety during distance learning: A survey on primary school students during COVID-19. Journal of Engineering Science and Technology, 2023, 239-252.
Hilz, A., Guill, K., Roloff, J., Aldrup, K., & Köller, O. (2023). The relationship between individual characteristics and practice behavior within an adaptive arithmetic learning program. Journal of Computer Assisted Learning, 39(3), 970-983. https://doi.org/10.1111/jcal.12780
Huang, S.-H., Wu, T.-T., & Huang., Y.-M. (2013). Learning diagnosis instruction system based on game-based learning for mathematical course. In Proceedings of the 2^nd IIAI International Conference on Advanced Applied Informatics (pp. 161-165). IEEE. https://doi.org/10.1109/IIAI-AAI.2013.43
Huang, Y. M., Huang, S. H., & Wu, T. T. (2014). Embedding diagnostic mechanisms in a digital game for learning mathematics. Educational Technology Research and Development, 62(2), 187-207. https://doi.org/10.1007/s11423-013-9315-4
Klinkenberg, S., Straatemeier, M., & van der Maas, H. L. J. (2011). Computer adaptive practice of maths ability using a new item response model for on the fly ability and difficulty estimation. Computers in Education, 57, 1813-1824. https://doi.org/10.1016/j.compedu.2011.02.003
Lappan, G., Phillips, E. D., Fey, J. T., & Friel, S. N. (2014). Connected Mathematics 3. Pearson.
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. NCTM.
Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalized learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52, 1935-1964. https://doi.org/10.1111/bjet.13116
Maloney, E., Ramirez, G., Gunderson, E., Levine, S., & Beilock, S. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488. https://doi.org/10.1177/0956797615592630
Moyer-Packenham, P. S., & Westenskow, A. (2013). Effects of virtual manipulatives on student achievement and mathematics learning. International Journal of Virtual and Personal Learning Environments, 4, 35-50. https://doi.org/10.4018/jvple.2013070103
Nurnberger-Haag, J., & Wernet, J. L. (2019). Sparking surprise: A negative number game to promote productive concepts of addition and subtraction. Ohio Journal of School Mathematics, 82(1), 1-11. https://ohiomathjournal.org/index.php/OJSM/article/view/6663
Nurnberger-Haag, J., Wernet, J. L., & Benjamin, J. I. (2023). Gameplay in perspective: Applications of a conceptual framework to analyze features of mathematics classroom games in consideration of students’ experiences. International Journal of Education in Mathematics, Science and Technology, 11, 267-303. https://doi.org/10.46328/ijemst.2328
Reinhold, F., Hoch, S., Schiepe-Tiska, A., Strohmaier, A., & Reiss, K. (2021). Motivational and emotional orientation, engagement, and achievement in mathematics. A case study with one sixth-grade classroom working with an electronic textbook on fractions. Frontiers in Education, 6, 588472. https://doi.org/10.3389/feduc.2021.588472
Saha, J., Ahmmed, S., Ali, M., Tamal, M. A., & Rezaul, K. M. (2020). ICT based mathematics skill development program: An initiative to overcome mathematics anxiety. International Journal of Emerging Technologies in Learning, 15(14), 252-261. https://doi.org/10.3991/ijet.v15i14.14149
Schaeffer, M. W., Rozek, C. S., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General, 147(12), 1782-1790. https://doi.org/10.1037/xge0000490
Sokolowski, H., & Ansari, D. (2017). Who is afraid of math? What is math anxiety? And what can you do about it? Frontiers for Young Minds, 5, 57. https://doi.org/10.3389/frym.2017.00057
Verkijika, S. F., & De Wet, L. (2015). Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Computers & Education, 81, 113-122. https://doi.org/10.1016/j.compedu.2014.10.002
Wang, Z., Rimfeld, K., Shakeshaft, N., Schofield, K., & Malanchini, M. (2020). The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain-specificity. Journal of Adolescence, 80, 220232. https://doi.org/10.1016/j.adolescence.2020.03.003
Yang, K.-H., & Chen, H.-H. (2023) What increases learning retention: Employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 31(6), 3898-3913. https://doi.org/10.1080/10494820.2021.1944219
Yohannes, A., & Chen, H. L. (2021). GeoGebra in mathematics education: A systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31(9), 5682-5697. https://doi.org/10.1080/10494820.2021.2016861
Yu, Z., Gao, M., & Wang, L. (2021). The effect of educational games on Learning outcomes, student motivation, engagement and satisfaction. Journal of Educational Computing Research, 59(3), 522-546. https://doi.org/10.1177/0735633120969214
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. (2019). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729

Citation

Ersozlu, Z. (2024). The role of technology in reducing mathematics anxiety in primary school students. Contemporary Educational Technology, 16(3), ep517. https://doi.org/10.30935/cedtech/14717

Ersozlu, Z. (2024). The role of technology in reducing mathematics anxiety in primary school students. Contemporary Educational Technology, 16(3), ep517. https://doi.org/10.30935/cedtech/14717

Ersozlu Z. The role of technology in reducing mathematics anxiety in primary school students. CONT ED TECHNOLOGY. 2024;16(3), ep517. https://doi.org/10.30935/cedtech/14717

Ersozlu, Zara. "The role of technology in reducing mathematics anxiety in primary school students". Contemporary Educational Technology 2024 16 no. 3 (2024): ep517. https://doi.org/10.30935/cedtech/14717

Ersozlu, Zara "The role of technology in reducing mathematics anxiety in primary school students". Contemporary Educational Technology, vol. 16, no. 3, 2024, ep517. https://doi.org/10.30935/cedtech/14717

Ersozlu Z. The role of technology in reducing mathematics anxiety in primary school students. CONT ED TECHNOLOGY. 2024;16(3):ep517. https://doi.org/10.30935/cedtech/14717