Investigation On The Current Situation Of Mathematical Anxiety Of Primary Students And The Countermeasures

In recent years, the emotional impact for the school has been a topic of concern.Bad moodand emotion will have an extremely bad impact to students learning.In the emotion, the anxietyis the most widely among the students.The anxiety which is limited to the subject also becomethe extensive research. Mathematics is one of three high school core subjects and anxiety is oneof the key emotion affect in mathematics learning,so math anxiety researching will not only helpteachers to improve their teaching strategies in the teaching process and increase students’interest in learning mathematics, but also help students learn to adjust their academic emotionsand improve learning efficiency.As math anxiety is a negative emotion in studies, the high degree of math anxiety mayaffect students’ self-perception and students’ mathematics learning. Especially students whostarted the stage in uneven development is the mental intelligence.The students does not haveenough experience in dealing with their own math anxiety and cannot make adjustments on theiremotions effectively. Once students developed math anxiety in mathematics learning willseriously affect the efficiency of the students’ cognitive and cognitive effects, impede students’mathematics learning process, and even cause aversion of students, then the student lowachievement will be editable. Therefore, to understand the status of students explore mathanxiety and its causes has become an important task of teachers.To carry out the status of mathematics anxiety explore, we must understand the causes ofmathematics anxiety generated to analyze the reasons for math anxiety，and it is proposed tosolve the fundamental strategy. This paper studies the status quo in recent years, the researchcommunity on math anxiety, theories, and methods of measurement. Through the analysis of theliterature on the research status of mathematics anxiety, sort out the theory, research in the pastMath Anxiety Scale and the preliminary survey of the local high school mathematics teachersand students to determine the performance of the four dimensions of math anxiety. That math testanxiety, learning math anxiety, math anxiety and applied mathematics teacher anxiety. Thepreparation of a "math anxiety questionnaire," studied for four dimensions，and selected thepayment of the first day of classes and measuring four questionnaires as an object.After theresults of data processing, draw the following conclusions:1. In the object under investigation, students belong to the middle level of math anxietylevel, but there are some aspects of the students also reflect more serious anxiety, these areasshould not be overlooked. 2. In the four dimensions of math anxiety, math teachers to the most serious anxiety,followed by mathematics learning anxiety. Students have more concerned with their ownimpressions in the minds of teachers; it will produce some bad mood, for example, to be nervouswhen seeing the math teachers. In mathematics learning, especially in the classroom, thestudents’ emotions are more or less dependent on the teacher’s attitude.3. Mathematics performance between the four dimensions of a positive correlation betweenanxiety and the relatively high degree of correlation, the correlation coefficients were greaterthan0.5, which is the most relevant learning mathematics anxiety and mathematics anxiety.The junior middle school students’ math anxiety factor generated is multifaceted, includingexternal environmental factors, personal factors and the characteristics of junior middle schoolstudents.Finally, these aspects of the problem, and propose measures to deal with:1. RelieveAnxiety mathematics teachers, students’closeness of mathematics;2.Avariety of measures and use, ease of learning mathematics anxiety;3. Change the exam concept, slowing student math test anxiety;4. The combination of real life, ease student mathematics anxiety.Based on the study of math anxiety, math anxiety in this article in order to ease the studentsfor the purpose of the link between attentions from the first day of school to start, respectively,seventh grade book two sections were design instructional design, we want to mathematicsteachers’front line inspires. Two classes are "positive number and negative number" and " Linearequation."Select two classes designed as a teaching case because "positive and negative" is asection of class after entering junior high schools students to be on the first class of students tohave a direct impact on confidence and expectations behind the curriculum "one dollar equation"is the students began to start from concrete thinking to abstract thinking shift has importantsignificance.Through the junior middle school students study math anxiety, the status of junior middleschool students learn math anxiety, math anxiety discussed measures to solve, which is in acertain sense of mathematics teachers can guide students to stay away from math anxietyprovides a method. The mathematical case for teachers to provide a reference designmathematics classroom, open classroom design ideas, so that teachers can notice math anxietyprevention in teaching.