Mathematics anxiety is a prevalent phenomenon among students, impeding their performance and affecting their attitudes towards mathematics. This study focuses on the development of a Mathematics Anxiety Scale (MAS) and utilizes factor analysis to identify subcategories within mathematics anxiety.
A sample of X participants, including students from diverse educational levels, was recruited for data collection. The initial pool of items was generated through an extensive literature review and expert consultation. The pilot version of the MAS was administered, consisting of X items rated on a Likert-type scale.
Exploratory factor analysis (EFA) was performed on the collected data to identify the underlying dimensions of mathematics anxiety. Several factor extraction methods, such as principal component analysis and maximum likelihood estimation, were employed to determine the most appropriate factor structure. The scree plot, eigenvalues, and factor loadings were considered in the decision-making process
The results of the factor analysis yielded X distinct subcategories of mathematics anxiety, each representing a specific aspect of anxiety experienced by individuals in mathematical contexts. These subcategories include fear of mathematics tasks, anxiety related to examinations, self-doubt about mathematical abilities, and social evaluation apprehension. The final version of the MAS consisted of X items, with good internal consistency and adequate convergent validity.
This research introduces a newly developed Mathematics Anxiety Scale designed to quantify the diverse dimensions of anxiety associated with mathematical tasks. Through the application of factor analysis, the study explores and identifies subcategories within the scale, offering a nuanced understanding of distinct facets of mathematics anxiety. The scale undergoes rigorous psychometric evaluation, ensuring reliability and validity. This tool not only contributes to a more comprehensive assessment of mathematics anxiety but also serves as a valuable instrument for educators and researchers. The findings illuminate specific areas of concern, providing targeted insights to inform interventions and support mechanisms in educational settings. The research thus contributes to the ongoing discourse on mental well-being in academic contexts and aims to enhance the effectiveness of strategies addressing mathematics anxiety.
In this article, the use of practical issues in economic interpretation in the teaching of mathematics in today's system of continuing education is a key step in the development of professional training of students. It is also important to improve the quality of continuing education, to teach students to think independently in mathematics, to strengthen their socio-economic, scientific and technical knowledge of mathematics. In addition, the emphasis on the use of economic issues in the formation of scientific and theoretical thinking in the teaching of mathematics will further expand the opportunities for students to acquire knowledge, professional training, and become competitive in the future.
This article discusses the methods and techniques for solving mathematical problems that develop students ’economic skills and competencies in the teaching of mathematics in general secondary schools in today’s educational process. The use of practical issues in economic interpretation in the teaching of mathematics is a key stage in the development of vocational training in students. It shows how to teach and solve practical economic problems based on mathematical modeling. It also aims to further improve the quality of continuing education, to teach students to think independently in mathematics lessons, to strengthen their socio-economic, scientific and technical knowledge of mathematics. In addition, the emphasis on the use of economic issues in the formation of scientific and theoretical thinking in the teaching of mathematics will expand the opportunities for educating students as a person with knowledge, professional training and spiritual maturity.
In the article, the authors reveal the role of historicism in teaching mathematics at school, the inclusion of a coherent system of historical and mathematical information in the process of teaching mathematics, and list several uses of historical material in the process of teaching mathematics.
In this article, you will learn about the importance of linking mathematics to other disciplines. Teaching science in conjunction with a variety of disciplines shapes and enhances a student’s ability to research. Any of the lessons using the questions and questions listed below will help students learn more. Because repetition strengthens knowledge. And solid knowledge is the foundation of the future. In this, the importance of mathematics is great. As the great scientist Lobachevsky said, "Mathematics is such a language - all exact sciences speak this language."
Mathematics is an important domain in science and technology, and is taught in a variety of university programs such as Administration, Economics, Computation, Engineering, and many other scientific fields of study. In Engineering, the interpretation and solution of certain problems require the direct application of mathematical models. To understand and analyse these mathematical models, it is often necessary to use elements of statistics, linear algebra, or differential and integral calculus. This is one reason why the teaching of mathematics in Engineering courses has been addressed in studies as far back as the early twentieth century
A system of work of a mathematics teacher in modern conditions should be aimed at the development of students: their worldview, creative abilities, and cognitive activity. Learning for everyone should be interesting and exciting. The competency-based approach to teaching mathematics forces the teacher to review constantly the arsenal of teaching and upbringing tools, choosing the most effective forms and developing them together with students, based on knowledge and experience of students gained in mathematics lessons. Using a computer allows you to create an information environment that stimulates the interest and inquisitiveness of students. The article reveals the features of the use of information and communication technologies in the classroom as a means of developing students’ creative thinking.
In this paper, we study how basic systems of polynomial solutions of a differential equation of high order with mixed derivatives of a function of three variables are constructed using combinatorial methods
As a subject of study, the methodology of teaching mathematics, first of all, sets the task of teaching and educating young students in a general system. The general methodology reflects the content and systematicity of elementary school mathematics, each section teaches unique and special methods of teaching. The specific methodology shows the basic methods and forms of teaching mathematics, as well as the ways of organizing educational activities
With the growing popularity of distance education, particularly in the wake of recent global events, the teaching of mathematics in this context has become increasingly prevalent. However, it also brings forth a myriad of challenges that must be addressed to ensure effective learning outcomes. This article explores the current problems encountered in teaching mathematics through distance education and offers insights into potential solutions to overcome these challenges.
This study investigates the crucial factors influencing learning achievement in language and mathematics among students by examining the interplay between the home environment and school organizational climate. Through a comprehensive analysis of data from diverse educational settings, this research explores how the quality of the home environment and the school's organizational climate collectively impact student performance. Findings reveal that a positive home environment and a supportive school climate are significant predictors of enhanced learning outcomes in both language and mathematics, emphasizing the essential synergy between home and school in fostering educational excellence.
In the realm of mathematics education, the quest for effective strategies to enhance problem-solving proficiency is perpetual. This study explores the design and implementation of learning media grounded in discovery learning principles, aiming to unravel its impact on students' problem-solving abilities. The research delves into the intricacies of crafting dynamic learning tools that promote active engagement, critical thinking, and a deeper understanding of mathematical concepts. Through a meticulously structured approach, this study seeks to shed light on the transformative potential of innovative learning media in empowering students to unveil and master the art of problem-solving in mathematics.
Currently, the use of digital technologies in the field of education is also in demand by teachers and students. Teachers must master not only the traditional form of teaching in the classroom, but also the use of computers and digital laboratories, platforms and mobile applications. In the course of the study, having familiarized ourselves with various sources of information, we came to the conclusion that this issue is very relevant for research. One of the online programs Edpuzzle has been studied on how it works effectively in terms of math teaching methodology. This is a digital technology that will help teachers develop video guides, special exercises and explanations on topics, and provides statistics for the teacher to track student progress. This article describes why it is effective and instructions for use in school. American students learn the whole subject easily and free of charge on the basis of an inverted classroom using the Edpuzzle platform. This idea of teaching mathematics has many benefits not only for schoolchildren, but also for use in universities. In order to assess the contribution of the Edpuzzle platform to improving the quality of education, we considered two main groups in the study: Control class 10d, class 10E conducted our research in the form of an experiment. Research to analyze the research work of scientists abroad and in the country and to study the effectiveness of digital technology in the wkl on the basis of experience.
All historical-scientific, literary-artistic sources created in Central Asia from the 7th century to the beginning of the 20th century were written in Arabic script. The contribution of thinkers who lived and created in Central Asia to the development of science is still important today. For example, Abu Nasr Farabi also developed the following classification of educational tools. He divided them into practical and theoretical tools, approved the ideas of the practical direction of teaching and its connection with people's lives and daily activities. The scientist paid particular attention to experiential, inductive and deductive, practical means of teaching. All tools are combined based on the student's life experience and logical thinking. When developing the requirements for the organization of the educational process, giving priority to the didactic tool, what to pay attention to when explaining the material to the students, the most important things to be covered with evidence that gives reliable knowledge of science and does not doubt it, and studies on examples has provided valuable recommendations for readers. Farobi developed the principles of scientific, instructiveness, comprehensibility and consistency of teaching based on the science of mathematics. We should mention that the creation of the algebra tool by al-Khwarizmi is one of the examples of the unity of induction and deduction in mathematics. Because it would not be possible to create any kind of equations without induction. Also, the general solution rule of the given type of equations is a practical expression of the method of deduction of particular problems. Al-Khwarizmi's second work on mathematics - "Kitab al jam wa tafriq bi lis al-Hind" ("The Book of Addition and Subtraction on the Calculation of Indian Arithmetic") also plays an important role in the history of mathematics. The work described a tool for Indian decimal-position addition systems. The discovery of this decimal system was a real revolution in the number system. Numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are still called "Arabic numbers" in the world.
This article is dedicated to the preparation and content of methodological tasks aimed at ensuring the integrity of subjects in order for future teachers of mathematics and informatics to have excellent knowledge and skills in specialized subjects. Teachers of mathematics and informatics study the content of these two subjects, mainly on the basis of a separate tendency, or the possibilities of solving certain standard tasks with the help of electronic resources are considered.
The article presents in project form examples of problems in algebra and geometry with different requirements for execution in one of the MS Excel office programs and discusses an example of solving such problems. At the same time, the knowledge and skills that need to be acquired from mathematics and computer science to complete a typical task are highlighted. In addition, the possibilities of creating tasks of the same level of complexity using the capabilities of the MS Excel program, combining prepared tasks in the form of options, as well as preparing tasks based on the principle of multivariance in the learning process were considered
The article reveals the importance of historicism elements in mathematics lessons in elementary grades. The author demonstrates opportunities to increase students ’interest in learning mathematics and in-depth study of the facts being studied.
Today, we are talking about the problems faced by elementary school students in mastering mathematics and their search for solutions. Undoubtedly, there is a need to systematize the accumulated experience on scientific reasoning in terms of how to transfer educational information and a technological approach to its study . The ability to organize symbolic activities within the framework of mastering is very important for the teacher, because he can present a large amount of information in a visible, "compressed" format at the same time.
This article focuses on teaching students how to use experimental mathematics in proving mathematical proofs. Firstly, the proofs of the theorem are analyzed by experiment and as a result of the ability of intuitive thinking, it is proved analytically. In the process of training, using experiments will increase the quality of the educational system.
This article discusses the creative approach to the formation of the skills and competencies of elementary school pupils in mathematics, and shows the methods of solving calculation tasks through reasoning.