| Elementary students in the United States struggle with mathematics and a source is mathematics anxiety. Young students with mathematics anxiety often have decreased mathematics achievement, avoid higher-level mathematics courses and mathematical careers. The purpose of this quasi-experimental multi-method study was to examine the effects of mathematics journals on third-graders; mathematics anxiety levels. The theoretical foundation of this study consisted of Vygotsky, Bruner, and Bronfenbrenner in accordance with an ethic of care, as proposed by Noddings and Collins. Thirty third-grade students completed the Anxiety Measure for pre and post-test; paired sample t-tests were used to analyze the results. The paired sample t-tests concluded that the Treatment Group had a statistically significant decrease from pre and post-test along with a statistically significant post-test between the Control and Treatment Group. The qualitative strand of the study for the Treatment Group consisted of researcher observations, researcher created daily mathematics prompts and mathematics thermometer to gauge students' daily mathematics anxiety levels. Students; physiological and psychological mathematics anxiety symptoms were recorded. Key results concluded that nine of the 22 days were categorized as high mathematics anxiety while 11 were low mathematics anxiety days. High mathematics anxiety days consisted of assessments, independent work, and little social interaction. Low mathematics anxiety days consisted of group work, games, computer lab, interactive lessons, and social interaction. A conclusion from this study is that mathematics journals can assist in ameliorating mathematics anxiety in early childhood classrooms. It is recommended that schools schedule professional development to properly train teachers in the implementation of mathematics journals in an affective manner. The inclusion of emotions in mathematics is an outlet for students that can lead to mathematics anxiety reduction. |
