Instructional Interventions to Address Mathematics Anxiety in Sub-Saharan Africa: A Systematic Review (1980-2020)

Autor/inn/en	Luneta, Kakoma; Sunzuma, Gladys
Titel	Instructional Interventions to Address Mathematics Anxiety in Sub-Saharan Africa: A Systematic Review (1980-2020)
Quelle	In: Africa Education Review, 19 (2022) 1, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Luneta, Kakoma) ORCID (Sunzuma, Gladys)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2023.2201660
Schlagwörter	Foreign Countries; Mathematics Anxiety; Intervention; Problem Solving; Cooperative Learning; Individualized Instruction; Peer Teaching; Photography; Teamwork; Educational Technology; Mathematics Achievement; Brain; Manipulative Materials; Interpersonal Communication; Self Control; Africa; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Kooperatives Lernen; Individualisierender Unterricht; Peer group teaching; Peer Group Teaching; Fotografie; Unterrichtsmedien; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gehirn; Hilfsmittel; Interpersonale Kommunikation; Selbstbeherrschung; Afrika
Abstract	Research indicates that mathematics anxiety is among the factors that contribute to poor performance in mathematics. Learners have a risk of developing severe mathematical difficulties that might impede their socio-emotional development and future mathematics careers; therefore, an understanding of instructional strategies to reduce mathematics anxiety is important. The objective of this systematic review is to summarise the existing body of research on instructional interventions for addressing mathematics anxiety in the classroom. Nine articles that met the inclusion criteria were identified. To address mathematics anxiety in learners, two of the identified articles used problem-solving, one collaborative learning, two personalised instruction, one peer teaching using a photovoice approach, one brain-based instructional strategy, and one team-assisted individualised instructional strategy, whilst one was computer-based. All nine interventions had a positive effect on reducing mathematics anxiety as well as improving performance among learners. The systematic review revealed that little has been done in terms of research on instructional strategies that reduce mathematics anxiety in Sub-Saharan Africa. It is recommended that more studies on instructional strategies that address mathematical anxiety in Sub-Saharan Africa need to be conducted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01