Abstract
M.Ed. (Subject Didactics of Mathematics)
The phenomenon commonly known as 'mathematics anxiety' has been discovered
by researchers endeavouring to determine the cause of problems with
mathematics, the antagonism against it, and the deliberate avoidance of the
subject.
The way in which we view and experience mathematics has a radical influence
on our decision-making. Mathematics anxiety is a dominant factor in the
decisionmaking process of pupils in a wide spectrum of situations, and research
has confirmed that mathematics anxiety invariably has a negative, hampering
effect.
The development of mathematics anxiety is a gradual process which can
commence at any stage of a pupil's school career.
By means of a questionnaire it has been established that the problem regarding
mathematics anxiety stems primarily from the very nature and structure of the
subject. Secondary factors such as the language of mathematics, textbooks,
personality, society, the curriculum, evaluation, time limitation and problem
solving have been identified empirically as variables in the development of
mathematics anxiety.
Since mathematics anxiety is an emotional and not an intellectual problem, it can
be overcome. Early intervention can prevent the establishment of a negative
attitude.
Affordable individual tuition and more confidence are according to the responses
received, the most important means by which mathematics anxiety can be
reduced.
It is essential to develop the mathematical reading skills of mathematics anxious
pupils. Once skilled, pupils can fill the gaps in their pre-knowledge by using study
manuals which are carefully structured for self-study purposes...