在高等教育中的学生的数学焦虑水平外文翻译资料

在高等教育中的学生的数学焦虑水平

原文作者 Sharifah Norhuda Syed Wahid*, Yusharina Yusof, Mohd Rizal Razak

单位 Universiti Teknologi MARA Pahang, Pahang, Malaysia

摘要：所选外文的研究目的是检查在高等教育下学生的数学焦虑和态度是否对他们的学习成绩有影响。因为这个原因，原文作者对马来西亚一所公共大学的第一学期的125名学生进行关于数学焦虑的问卷调查。问卷内容是基于情感、评价和环境因素的他们对数学的感知。结果表明，情感因素是凌驾于环境和评价因素的最高得分。研究还发现，学生的数学表现很大程度上取决于数学焦虑，这意味着高水平的数学焦虑会造成较低的分数。所以，我们建议所有的学生都应该积极、自信，确保他们的数学焦虑不会影响教、学质量的提高。

关键词：数学焦虑；情绪；数学表现

根据Wondimu等人2012年的研究表明：数学焦虑的情况发生在人们面对一个数学问题的时候，接近数学的思维往往会带来对数学的好的感知，反之亦然。情绪发挥在其中是最重要的一部分。在他们的研究中，当学生致力于与数学相关的东西时，不安的情绪如恐慌、无能和无助将尤其影响其对数学的表现。他们还发现，数学自我概念与数学焦虑是相互联系的。Prima等人在2010年列举了理工学生数学焦虑的表现，比如觉得数学是一门很难的科目、总是挂科、数学课上忙于做笔记、担忧因为不能理解而失去对数学学科的兴趣。此外，Kiamanesh在2004年倡导了关于影响伊朗学生数学成绩的因素的研究。他指出，数学自我概念、家庭背景、教育、和对数学的态度是影响学生成绩最重要的因素。与数学焦有关的早期研究由Richardson和Suinn在1972年颁布，他们创造了称为MARS (Mathematics Anxiety Rating Scale)的规模度量，专门用于测量数学焦虑。

目前，有很多关于数学课程的工作将提供良好的收入。如科学家、会计师、工程师或医生等。Tobias在1993年相继提出的几个关于数学焦虑的研究承认：当一个人产生数学焦虑，他们会尽量避免涉及到定量和计算技能的相关事项，比如与数学有关的课程或工作。这可能会吸引学生试图接受与计算能力无关的其他任何领域。1993年，Tobias也提到：一个强大的数学背景成为许多工作机会的最重要的标准。不管你是何感想，你也不得不接受数学既是继续深造的通行证，同时也是不管在政府还是私营部门都能得到一个待遇更好的工作的承诺。

本文采用的方法是获取学生的数学表现和数学焦虑水平之间的关系。其中，情绪、评价、环境被认为是数学焦虑的组成因素。案例研究在马来西亚的一个公共大学进行，在此不具体阐述。通过问卷调查并对调查结果进行可靠性分析之后，得出的结果是：学生们觉得他们自己对数学课程的焦虑情绪排在情感因素和评价引子之前。这就是说，情感因素在数学学习的过程中，起着最重要的作用。因此，如果我们能够使学生的数学焦虑可以改善或者减少，学生就能更加有效的发挥自我。

节选内容的重点是数学焦虑造成的学生之间的差异，这也是本次课题研究的背景。论文旨在预测中考，提供有用和有益的信息给学生，从而减少学生的焦虑，让他们能够从容、自信的面对中考，极高成绩。

外文文献出处： Procedia - Social and Behavioral Sciences 123 ( 2014 ) 232 – 237

附外文文献原文

Abstract

The purpose of the present study was to examine whether math anxiety and attitudes among students in higher education have an effect on their academic achievement. For this reason 125 first semester students were presented with a math anxiety questionnaire about their perception towards mathematics based on emotional, assessment and environmental factors. Result indicated that emotional factor was the highest score related to math anxiety followed by environmental and assessment factors. Study also revealed that studentsrsquo; performance much depends on math anxiety, which means that the higher score in math anxiety cause lower score in math performance. We recommend that all students should be motivated and have self-confidence to ensure that their math anxiety will not affect their performance by improving teaching and learning process. Thus, the finding of this study is hoped to provide useful information in improving the mathematics performance in higher level institution.

Keywords: Math anxiety; emotional; assessment; environmental; math performance

1. Introduction

In the process of reaching a fully developed country by the year 2020, science, mathematics and technology have become an emphasis in the education system in Malaysia. However, the mathematics performance among students as early as in the primary school up to the higher level institution is still becomes an issue. Although mathematics course has been introduced since their kindergarten time, solving basic mathematics questions is still become a problem to many students in higher level institution. Most of them think mathematics course is a killer paper, tough paper, difficult to learn, very complex, hard to pass and so on. These entire negative thinking contributed to mathematical anxiety.

Mathematical anxiety is situations that happen to some people when facing a mathematical problem. Good feeling towards mathematics brings good perception about mathematics, and vice versa. Emotions play the most important part in this situation. According to Wondimu et al. (2012) in their study, the uneasy feeling such as panic, clueless and helplessness when working on something related to mathematics tends to affect the mathematical performance especially for students. They also found that mathematical self-concept and mathematical anxiety are reciprocally related. Prima et al. (2010) had listed that mathematic anxiety among engineering students manifested such as fell mathematics is a difficult subject, always fail in mathematics, always writing down in mathematics class, anxious if donrsquo;t understand and lost in interest in the subject of mathematics. In addition, Kiamanesh (2004) has conducted a research on the factors affecting Iranian studentrsquo;s achievement in mathematics subject. He found out that mathematics self-concept, home background, teaching, and attitude towards mathematics were the most important factors that affected the studentrsquo;s achievement. The early study related to mathematical anxiety carried out by Richardson and Suinn (1972) who developed scale measurement called MARS (Mathematics Anxiety Rating Scale) specifically to measure mathematics anxiety.

Currently, there are many jobs that related to mathematics course that will give good income such as scientist,accountant, and engineer or doctor and so on. Tobias (1993) then comes out with several researches related to mathematical anxiety admitted that when a person is experiencing mathematics anxiety, they will try to avoid venturing into matters involving quantitative and computational skills such as courses or careers that related to mathematics. This may attract students tried to take any field that not related to computational skills. Any perception

given to it, mathematics has to be accepted as a passport to either being able to continue for further education or a promise to a better paid job either in the government or private sectors. Tobias (1993) also mentioned that a strong background in mathematics become most important criteria for many job opportunities.

Parents and friends involvement in study techniques could be an influencing factor for studentsrsquo; participation in mathematics course positively in higher level i

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