Mathematical Anxiety in Secondary Education in Costa Rica

Mathematical Anxiety in Secondary Education in Costa Rica

This paper offers the results of an analysis of the level of mathematical anxiety, understood to mean a feeling of discomfort experienced when someone is required to take mathematics classes, as displayed in students of secondary education in Costa Rica. The study was performed with a sample of 3,72...

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Autores principales: Agüero Calvo, Evelyn, Meza Cascante, Luis Gerardo, Suárez Valdés-Ayala, Zuleyka, Schmidt Quesada, Sandra
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/849
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spelling redie-article-8492020-12-11T18:03:25Z Mathematical Anxiety in Secondary Education in Costa Rica Estudio de la ansiedad matemática en la educación media costarricense Agüero Calvo, Evelyn Meza Cascante, Luis Gerardo Suárez Valdés-Ayala, Zuleyka Schmidt Quesada, Sandra Enseñanza secundaria angustia matemáticas afectividad. This paper offers the results of an analysis of the level of mathematical anxiety, understood to mean a feeling of discomfort experienced when someone is required to take mathematics classes, as displayed in students of secondary education in Costa Rica. The study was performed with a sample of 3,725 students in public secondary education in Costa Rica in 2013. The results show statistically significant differences between the sexes in the level of mathematical anxiety, with female students experiencing moderately higher anxiety levels. Differences in anxiety levels are also determined by the student’s educational level, with significant differences found between third-cycle students (7th, 8th and 9th grades) and diversified education students (10th and 11th grades); the latter displayed moderately higher anxiety levels. Nonetheless, the study concludes that despite the differences observed, only 22.4% of students show high or very high levels of mathematical anxiety. En este artículo se presentan los resultados de un análisis del nivel de “ansiedad matemática”, entendida como la ausencia de comodidad que alguien podría experimentar cuando se le exige tomar clases de matemática, tal como lo muestran los estudiantes que cursan educación secundaria en Costa Rica. La investigación se realizó con una muestra de 3,725 estudiantes de educación secundaria pública en Costa Rica, en el año 2013. Los resultados revelan diferencias estadísticamente significativas en el nivel de ansiedad matemática por género, teniendo las mujeres niveles moderadamente más altos de ansiedad. Las diferencias en los niveles de ansiedad también están determinadas por el nivel educativo que cursa el estudiante, se encontraron diferencias entre los estudiantes del tercer ciclo y los de educación diversificada, estos últimos mostraron niveles de ansiedad moderadamente más altos. Sin embargo, el estudio concluye que a pesar de las diferencias observadas, sólo un 22.4% de los estudiantes muestra niveles de ansiedad matemática altos o muy altos. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017-01-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/849 10.24320/redie.2017.19.1.849 Revista Electrónica de Investigación Educativa; Vol. 19 No. 1 (2017); 35 - 45 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 1 (2017); 35 - 45 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/849/1493 https://redie.uabc.mx/index.php/redie/article/view/849/1505 https://redie.uabc.mx/index.php/redie/article/view/849/1908 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Agüero Calvo, Evelyn
Meza Cascante, Luis Gerardo
Suárez Valdés-Ayala, Zuleyka
Schmidt Quesada, Sandra
spellingShingle Agüero Calvo, Evelyn
Meza Cascante, Luis Gerardo
Suárez Valdés-Ayala, Zuleyka
Schmidt Quesada, Sandra
Mathematical Anxiety in Secondary Education in Costa Rica
author_facet Agüero Calvo, Evelyn
Meza Cascante, Luis Gerardo
Suárez Valdés-Ayala, Zuleyka
Schmidt Quesada, Sandra
author_sort Agüero Calvo, Evelyn
title Mathematical Anxiety in Secondary Education in Costa Rica
title_short Mathematical Anxiety in Secondary Education in Costa Rica
title_full Mathematical Anxiety in Secondary Education in Costa Rica
title_fullStr Mathematical Anxiety in Secondary Education in Costa Rica
title_full_unstemmed Mathematical Anxiety in Secondary Education in Costa Rica
title_sort mathematical anxiety in secondary education in costa rica
description This paper offers the results of an analysis of the level of mathematical anxiety, understood to mean a feeling of discomfort experienced when someone is required to take mathematics classes, as displayed in students of secondary education in Costa Rica. The study was performed with a sample of 3,725 students in public secondary education in Costa Rica in 2013. The results show statistically significant differences between the sexes in the level of mathematical anxiety, with female students experiencing moderately higher anxiety levels. Differences in anxiety levels are also determined by the student’s educational level, with significant differences found between third-cycle students (7th, 8th and 9th grades) and diversified education students (10th and 11th grades); the latter displayed moderately higher anxiety levels. Nonetheless, the study concludes that despite the differences observed, only 22.4% of students show high or very high levels of mathematical anxiety.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/849
_version_ 1715723553856290816

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