| With the rapid development of modern society,mathematics,as an important tool of scientific research,is widely used in various fields of social life,and plays an indispensable role in promoting scientific and technological progress,promoting social development and meeting the needs of daily life.Mathematical strength affects national strength,so mathematics has always occupied an important position in school education and teaching.In order to improve students’ mathematics achievement,a large number of studies have explored the influence of cognitive factors and non-cognitive factors on mathematics achievement,among which mathematics anxiety is one of the important factors.At present,researchers in our country pay more attention to the influence of students’ mathematics anxiety on their mathematics learning achievements,but foreign studies have found that parents’ mathematics anxiety is also related to students’ mathematics achievement,and related studies have found that parents’ participation in students’ homework,educational expectations and other intermediary factors can explain the influence of parents’ mathematics anxiety on students’ mathematics anxiety and their achievements.At present,our country has not paid attention to the influence of parents’ mathematics anxiety on students’ mathematics achievement and how it will affect.At the same time,although researchers in our country have done a lot of research on the factors that affect students’ performance,such as parents’ homework participation,education expectation and students’ mathematics anxiety,they have not considered that they may be related to the mathematics anxiety of parents.Based on this,By discussing the influence of parents’ mathematics anxiety on primary school students’ mathematics learning,this study takes primary school students’ mathematics achievement as the result variable,and adds three mediating variables: parents’ homework participation,education expectation and students’ mathematics anxiety,trying to explore the internal mechanism of parents’ mathematics anxiety on students’ mathematics achievement,and puts forward more guiding opinions and suggestions for improving the quality of mathematics education.Therefore,this study mainly focuses on the following three research questions:1.Does math anxiety exist among parents of primary school students in China,and what is the actual situation?2.What is the effect of students’ mathematics anxiety on students’ math achievement?3.How does parents’ mathematics anxiety affect students’ math achievement?In order to answer the above questions,this study based on the theory of interpersonal emotion transfer,observational learning theory and other related theories,using literature research,questionnaire survey,statistical analysis and other research methods to carry out systematic research work.And in the domestic and foreign literature selected for adult mathematics anxiety questionnaire and primary school students’ mathematics anxiety questionnaire and parents’ education expectation questionnaire,parents’ homework participation questionnaire,and conducted a questionnaire survey on grade 5 students and their parents in a primary school in Chongqing.using EXCEL2016,SPSS25.0 and AMOS23.0 statistical software for data input,sort and analysis,finally obtained the following conclusions:(1)On the whole,the parents of primary school students have mild mathematics anxiety problems.Specifically,there is no significant difference between mathematics assessment anxiety and mathematics learning anxiety.There is no significant gender difference in parental mathematics anxiety;in education,the higher the degree,the lower the level of mathematics anxiety of parents.(2)Primary school students’ mathematics anxiety is at the middle level as a whole.In the dimensions of primary school students’ mathematics anxiety,the anxiety degree of primary school students is mathematics assessment anxiety > mathematics teacher anxiety > mathematics problem solving anxiety > mathematics learning anxiety;there is no significant gender difference in primary school students’ mathematics anxiety.(3)Parents’ educational expectations and homework participation have no significant difference in gender,but there are significant differences in educational background.The higher the educational background,parents have higher educational expectations for children,and the higher the frequency of homework participation.(4)Parents’ mathematics anxiety has a negative impact on students’ mathematics achievement,the higher the degree of parents’ mathematics anxiety,the lower the students’ mathematics achievement;(5)Parents’ mathematics anxiety will directly affect primary school students’ mathematics achievement,and also have a negative impact on students’ mathematics achievement through primary school students’ mathematics anxiety,parents’ educational expectation and family homework participation.It can also affect parents’ educational expectation to affect primary school students’ mathematics anxiety and then have a negative impact on primary school students’ mathematics achievement,or affect parents’ family work participation to further affect primary school students’ mathematics anxiety.According to the results of present situation investigation and model building,it can be found that parents have mathematics anxiety and have a negative impact on primary school students’ mathematics learning.The above results show that parents’ anxiety about mathematics will be transmitted to students in the process of communication and interaction with students,affecting students’ mathematics learning status,and then affecting students’ mathematics performance.Therefore,parents should timely adjust their bad anxiety about mathematics and maintain a positive attitude towards mathematics.Relevant departments should also be aware of the existence of parents’ mathematics anxiety and its negative impact on students,increase the attention to the influence of parents’ mathematics anxiety,and take effective intervention measures to reduce parents’ mathematics anxiety.At the same time,parents should flexibly adjust their homework participation strategies,build reasonable educational expectations,enhance the effectiveness of parental participation,and better play their educational role.In addition,we can also improve the effectiveness of home-school collaborative education by strengthening teachers’ guidance on family mathematics education for parents.And strengthen the auxiliary function of family education,combined with students’ own efforts to alleviate students’ mathematics anxiety to better improve students’ mathematics achievement. |
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