Research On The Current Situation Of Mathematics Anxiety Of Upper Elementary School Students Under The Background Of "Double Reduction" Policy

The "Opinions on Further Reducing the Burden of Homework and Off-campus Training for Students in the Compulsory Education Stage"(hereinafter referred to as "double reduction")has adjusted students’ on-campus learning and optimized offcampus learning,and the educational environment faced by students,parents and teachers has changed.In this context,the reduction in homework,the cessation of offcampus training courses,and the quiet changes in students’ mathematical learning are worth investigating.Based on this,this study focuses on the four research questions of "after the promulgation of the ’double reduction’ policy,what is the current situation of mathematics anxiety of upper primary school students","What changes have occurred in the mathematical anxiety of upper primary school students compared with the promulgation of the ’double reduction’ policy","What are the factors affecting the change in the level of mathematical anxiety of upper primary school students",and "How to alleviate the mathematical anxiety of upper primary school students",and conducted a questionnaire survey of 550 students in the fifth and sixth grades of four primary schools in S City,Jiangxi Province.A representative 6 students were selected as interview subjects from the questionnaire survey subjects,and 3 parents and 4mathematics teachers were interviewed at the same time,and the following phenomena were found: after the "double reduction",the math anxiety level of most primary school students did not change,some students’ math anxiety deepened,and only a very small number of students’ math anxiety was alleviated;There was no significant difference in the level of math anxiety between boys and girls overall,but boys had significantly higher changes in the two dimensions of anxiety caused by others and math test anxiety.There was no significant difference in the changes in math anxiety between grade 5 and6 students,but the change in general math anxiety was significantly higher among grade5 students than that of grade 6 students.There was no significant correlation between students’ math performance and changes in math anxiety.This study believes that the reasons behind this phenomenon are: students’ motivation and ability to learn mathematics,teachers’ evaluation methods need to be improved,parents’ deepening educational anxiety,and mathematics anxiety is also affected by the pressure of junior high school,the amount of mathematics homework,and the difficulty of mathematics.The study puts forward corresponding countermeasures: first of all,at the student level,it is necessary to uphold the correct attitude of mathematics learning,which is specifically manifested in establishing a correct view of mathematics,enhancing the motivation of mathematics learning,and correctly analyzing the reasons for mathematical failure;Secondly,at the level of teachers,they should pay attention to the cultivation of students’ core mathematical literacy and alleviate students’ mathematical anxiety;Finally,at the level of parents,it is necessary to further understand the essence of education and innovate educational cognition.