Women’s mathematics anxiety: a mixed methods case study

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Lifelong Education Pub Date : 2023-10-23 DOI:10.1080/02601370.2023.2271670

Barbara J. Brewster, Tess Miller

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Abstract

ABSTRACTProviding training for women intending to re-enter or increase their employment options in the science, technology, engineering, and mathematics (STEM) fields must address women’s mathematics anxiety. Addressing women’s anxiety is essential given that mathematics is often viewed as the foundation upon which the other STEM careers are built. This study employed a mixed methods case study using a quasi-experimental design to examine the impact of expressive writing on reducing participants’ mathematics anxiety. Findings revealed that the intervention had little impact on reducing anxiety as measured by the Abbreviated Mathematics Anxiety Rating Scale (AMARS) given that other anxiety stimulating issues were at play. Post-course interviews revealed that participants reported their anxiety related to mathematics had decreased as a result of the expressive writing but their anxiety about finding employment or being accepted into another training course overshadowed the measure of mathematics anxiety. The outcome of this study highlighted the complexity in measuring mathematics anxiety as it can be influenced by other anxieties.KEYWORDS: Mathematics anxietySTEMwomen Disclosure statementNo potential conflict of interest was reported by the author(s).

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女性数学焦虑:一个混合方法的案例研究

摘要为打算重新进入科学、技术、工程和数学(STEM)领域或增加其就业选择的女性提供培训必须解决女性的数学焦虑。考虑到数学通常被视为其他STEM职业的基础，解决女性的焦虑是至关重要的。本研究采用准实验设计的混合方法个案研究，探讨表达性写作对降低被试数学焦虑的影响。研究结果显示，考虑到其他刺激焦虑的问题在起作用，干预对减少焦虑的影响很小，这是由缩写数学焦虑评定量表(AMARS)衡量的。课程结束后的访谈显示，参与者报告说，由于表达性写作，他们与数学相关的焦虑有所减少，但他们对找工作或被另一个培训课程录取的焦虑掩盖了数学焦虑的测量。这项研究的结果强调了测量数学焦虑的复杂性，因为它可能受到其他焦虑的影响。关键词:数学焦虑女性披露声明作者未报告潜在的利益冲突。

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来源期刊

International Journal of Lifelong Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

27.80%

发文量

期刊介绍： The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. Common themes include social purpose in lifelong education, and sociological, policy and political studies of lifelong education. The journal recognises that research into lifelong learning needs to focus on the relationships between schooling, later learning, active citizenship and personal fulfilment, as well as the relationship between schooling, employability and economic development.