The relationship between mathematics anxiety and students' perceptions of mathematics and mathematics instruction

The purpose of this study was to examine relationships between the way a student views the subject of mathematics in a formal or informal manner and the student's level of mathematics anxiety. The study also compared the student's view of what mathematics instruction ought to be as well as the view of mathematics instruction received with the level of mathematics anxiety.;Correlation as well as regression analyses were conducted on the above data to test several hypotheses. A weak correlation indicated that those students who viewed mathematics more formally tend to have higher levels of mathematics anxiety. No such relationship existed between the student's view of mathematics instruction as formal or informal and levels of mathematics anxiety. Negligible correlations were found between characteristics of former mathematics teachers and the levels of mathematics anxiety. No correlation existed between grades received in mathematics courses and levels of mathematics anxiety.;Analyses were conducted to compare the results of the instruments for the two groups of students. The Calculus students tended to view both mathematics and its instruction more informally than did the Mathematics for Elementary Teachers students. The Mathematics for Elementary Teachers students tended to be more mathematics anxious than did the Calculus students. The groups did not differ on grades received in mathematics or on the way they viewed their former mathematics teachers.;This study could have implications for how mathematics is taught and viewed in the classroom. Those students who viewed mathematics as a formal system consisting of rules and procedures to be followed tended to exhibit higher levels of mathematics anxiety.;The study was conducted with 134 subjects. Of these students, 78 were enrolled in Calculus I and 54 were enrolled in Mathematics for Elementary Teachers. The subjects were students at either a large public university or a small private university in the midwest. The students were asked to complete four instruments. The Beliefs About Mathematics and the Beliefs About Mathematics Instruction Scales measure the extent to which students view mathematics and its instruction as formal or informal. The Tuckman Teacher Feedback Scale measures how a student views the mathematics instruction received in terms of certain characteristics of the mathematics teacher. The Mathematics Anxiety Rating Scale measures the student's level of mathematics anxiety.