Research On Mathematics Anxiety And Its Intervention Strategies Of Boarding Students In Senior One

Experts and scholars have been studying math anxiety for a long time.Under the pressure of college entrance and heavy workload,the investigation on math anxiety of high school students still draws extensive attention from scholars.Some studies show that the anxiety and other negative emotions of boarding students are higher than those of non-boarding students.The survey of PISA 2012 found that students’ math anxiety is common in all countries and regions.How to reduce students’ math anxiety is still worth a lot of exploration and practice.In this thesis,we investigated the mathematics anxiety of 383 senior one boarding students in an ordinary high school in Qingdao.Questionnaire survey,empirical analysis,case study and other methods were used to explore the overall situation and general performance of mathematics anxiety of boarding students in senior one.This thesis analyzes the difference of mathematics anxiety among students with different mathematics academic level.This thesis compares and analyzes the differences of different gender students in each dimension of math anxiety.The relationship between math anxiety and math achievement,and the relationship between math interest and math anxiety are explored.Finally,this paper puts forward some suggestions to alleviate the mathematics anxiety of boarding students in senior one and tests them in practice.The innovation of this thesis lies in the analysis of the characteristics of mathematics anxiety of students at different academic levels and the exploration of how to reduce mathematics anxiety,which has strong practicability and operability.The study found the following conclusions:the math anxiety of boarding students in senior one was slightly lower than the medium level,the overall math anxiety was not very serious;there were significant gender differences in math anxiety;there were also significant differences in math anxiety among students with different academic levels;there was a significant negative correlation between math anxiety and math chievement;the negative correlation between math interest and math anxiety was also significant;math anxiety could reverse predict math achievement,and the increase of math interest was beneficial to reduce math anxiety.It can be seen from the practical results that integrating mathematics culture into the classroom and mathematics atmosphere into the class construction is conducive to improving students’ interest in mathematics and increasing their enthusiasm for mathematics learning.Attribution training helps students to recognize their current situation,find out the problems in their current learning,and actively look for what they can change.Based on reality,they can find their own direction of effort,so as to reduce students’ math anxiety.