Matematična anksioznost

Abstract

Matematično anksioznost običajno definiramo kot občutek napetosti, zaskrbljenosti ali strahu, ki ovira storilnost/uspešnost pri matematiki. Čeprav se o vzrokih matematične anksioznosti raziskovalci še niso poenotili, pa lahko med dejavnike tveganja štejemo neustrezne stile poučevanja. Posledice matematične anksioznosti se kažejo na osebnem in akademskem področju. Najbolj prodorno je nagnjenje k izogibanju matematiki in matematičnim aktivnostim, kar oslabi posameznikove matematične kompetence in ovira karierne odločitve. S tega vidika je nujno, da učitelji razumejo vzroke matematične anksioznosti in učencem ustrezno pomagajo. Prispevek podaja pregled literature in omenjeni problem osvetli z vidika vzrokov, posledic, instrumentov za merjenje ter intervencijskih programov. Navedena so tudi nekatera znanstvena spoznanja, ki obravnavajo razlike v spolu in starosti glede na matematično anksioznost. Ker gre za dokaj običajen pojav tudi med učitelji razrednega pouka in lahko resno ovira njihovo poučevanje, se prispevek dotakne tudi tega vidika.

Keywords

matematika;pouk matematike;strah;učenci;ocenjevanje;

Data

Language:	Slovenian
Year of publishing:	2008
Typology:	1.04 - Professional Article
Organization:	UM PEF - Faculty of Education
Publisher:	Pedagoška fakulteta
UDC:	37.013:51
COBISS:	16600584
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	1395
Downloads:	173
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Mathematics anxiety
Secondary abstract:	Mathematics anxiety is commonly defined as a feeling of tension, apprehension or fear that interferes with a students' performance in math classes. Although the causes of math anxiety are undetermined, some teaching styles have been identified as risk factors. Mathematics anxiety can cause personal and educational problems. This can lead to the common tendency of avoiding mathematics, which may ultimately hinder math competence and make important career paths unobtainable. It is imperative that teachers understand the causes of their students’math anxiety and offer them proper help. This article defines the current problem and provides a review of selected literature on the causes and consequences of mathematics anxiety and assessment and intervention programs. Some findings about math anxiety and gender and age differences are given.Mathematics anxiety is also a common phenomenon among elementary school teachers and can seriously interfere with their teaching. For this reason, the article also presents a viewpoint of this particular problem.
Secondary keywords:	mathematics;mathematics education;anxiety;pupils;assessment;
URN:	URN:NBN:SI
Type (COBISS):	Scientific work
Pages:	str. 105-112
Volume:	ǂLetn. ǂ1
Issue:	ǂšt. ǂ1/2
Chronology:	sep. 2008
ID:	1737313