Abstract
Negative emotions such as mathematics anxiety (MA) may lead to the avoidance of mathematics that can have dire consequences for future career-related decisions. However, the multiplicity of existing strategies and interventions to reduce MA are often costly and time consuming. Fortunately, expressive art therapy interventions such as mandala art therapy require minimal low cost resources and tools and the efficacy thereof in the reduction of anxiety, in general, has been proven successful in numerous research studies.
The purpose of this study was thus to explore how a mandala-colouring activity can be used to investigate Grade 10 core mathematics learners’ MA. To achieve this objective, a two-phase study was conducted: During Phase 1, participants measuring high levels of trait-MA were identified. These participants were invited to participate in intervention sessions during Phase 2. During the intervention sessions, state-MA was induced by means of a MA inducing mathematics task, after which learners participated in a mandala colouring activity. Participants’ levels of state-MA were measured three times during the intervention sessions: (1) at baseline; (2) after MA induction; and (3) post the intervention. These measures were compared to establish the efficacy of both the MA inducing mathematics task and the mandala intervention.
The need to understand the complexities of the construct of MA led to the development of a conceptual-theoretical framework, namely the Integrated Mathematics Anxiety Framework (IMAF). This framework was theoretically grounded in the Control-Value Theory of Achievement Emotions (CVTAE) of Pekrun et al. (2007). Aspects specifically pertaining to MA, and the regulation thereof, were incorporated into the IMAF through the integration of elements from three models, namely: (1) the Heterogeneity of Risk Factors in the Mathematics Anxiety framework (HRMAF) of Rubinsten et al. (2018); (2) the state-trait model of MA of Orbach et al. (2019b); and (3) the three basic components of emotion regulation of Matthews et al. (2002). According to the IMAF, MA is defined as a cluster of achievement emotions with both a trait- and state-component, which is the result of a complex and dynamic web of feedback loops between risk factors and heterogenic effects and their reciprocal influence on each other that can either moderate or mediate MA.
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To provide a practical solution to the real-world problem of MA, a pragmatic paradigm was adopted. Aligned with pragmatism, an explanatory sequential embedded mixed method design was used. A survey strategy, collecting primarily quantitative data, was adopted for Phase 1, while Phase 2 utilised a phenomenological research strategy with mainly qualitative data collection procedures. Four hundred and twenty-seven Grade 10 core mathematics learners from seven schools participated voluntarily in Phase 1. Forty-one learners who measured high levels of trait-MA during Phase 1 agreed to participate voluntarily in Phase 2. During data analysis, quantitative data were descriptively analysed with the assistance of the software package SPSS (version 27.0), while qualitative data were inductively coded and categorised.
The main finding of the study pointed to the successful use of a mandala colouring activity to address the MA exhibited by grade 10 core mathematics learners. In particular, results showed that more participants reported perceived MA as opposed to those who measured high levels of trait-MA. Participants viewed MA as a negative emotional response to activities and situations related to mathematics with a wide range of causes and consequences. Changes in levels of state-MA attested to the efficacy of the mathematics task to induce MA and the mandala colouring intervention to reduce MA. Although participants exhibited knowledge of the physiological symptoms related to MA, they lacked physiological awareness of their own MA in acute situations. The mandala activity was, in general, perceived positively, although certain elements of the activity were experienced negatively. The study adds to scholarly knowledge pertaining to MA and MA interventions; and it contributes methodologically towards a new conceptual-theoretical framework of MA, namely the IMAF.
Key words: expressive art therapy; intervention; learners; mandala colouring; mathematics; mathematics anxiety.