Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania
This study explored strategies that teachers use to reduce mathematics anxiety among students in secondary schools in Tanzania. The study employed a qualitative exploratory case study design whereby data were obtained from 18 mathematics teachers and 40 students by using interviews, focus group dis...
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| Format: | Article |
| Language: | English |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2024-12-01
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| Series: | African Journal of Teacher Education |
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| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7171 |
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| author | Jonas Kinanda Florence Kyaruzi Katherine Fulgence |
| author_facet | Jonas Kinanda Florence Kyaruzi Katherine Fulgence |
| author_sort | Jonas Kinanda |
| collection | DOAJ |
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This study explored strategies that teachers use to reduce mathematics anxiety among students in secondary schools in Tanzania. The study employed a qualitative exploratory case study design whereby data were obtained from 18 mathematics teachers and 40 students by using interviews, focus group discussions, and field observation. The data were then analysed thematically using Braun and Clarke’s (2006) thematic analysis model. Different dominant factors that contribute to mathematics anxiety among students were found to be poor mathematics background, teachers’ aggressiveness as well as the nature of mathematics as a difficult subject. Also, it was found that teachers can use various strategies to reduce mathematics anxiety among students which include teachers’ self-control, the use of rewards and reinforcement, and engaging students in teaching. Although teachers play a crucial role in reducing students’ mathematics anxiety, it is recommended that conjoint efforts should be made by several educational stakeholders to overcome the problem.
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| format | Article |
| id | doaj-art-960fb2e3c2d9460c83741e4f2cdf53e8 |
| institution | Kabale University |
| issn | 1916-7822 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) |
| record_format | Article |
| series | African Journal of Teacher Education |
| spelling | doaj-art-960fb2e3c2d9460c83741e4f2cdf53e82024-12-14T10:00:04ZengSustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)African Journal of Teacher Education1916-78222024-12-0113310.21083/ajote.v13i3.7171Teacher strategies for reducing Mathematics anxiety among secondary school students in TanzaniaJonas Kinanda0Florence Kyaruzi1https://orcid.org/0000-0003-4660-6764Katherine Fulgence2Department of Sociology, Anthropology and Psychology, University of Dar es salaam. TanzaniaDepartment of Educational Psychology and Curriculum Studies at University of Dar es salaam, TanzaniaDepartment of Educational Foundations Management and Lifelong Learning at University of Dar es Salaam, Tanzania This study explored strategies that teachers use to reduce mathematics anxiety among students in secondary schools in Tanzania. The study employed a qualitative exploratory case study design whereby data were obtained from 18 mathematics teachers and 40 students by using interviews, focus group discussions, and field observation. The data were then analysed thematically using Braun and Clarke’s (2006) thematic analysis model. Different dominant factors that contribute to mathematics anxiety among students were found to be poor mathematics background, teachers’ aggressiveness as well as the nature of mathematics as a difficult subject. Also, it was found that teachers can use various strategies to reduce mathematics anxiety among students which include teachers’ self-control, the use of rewards and reinforcement, and engaging students in teaching. Although teachers play a crucial role in reducing students’ mathematics anxiety, it is recommended that conjoint efforts should be made by several educational stakeholders to overcome the problem. https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7171MathematicsMathematics AnxietyMathematics performanceMathematics teachersTeaching strategies |
| spellingShingle | Jonas Kinanda Florence Kyaruzi Katherine Fulgence Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania African Journal of Teacher Education Mathematics Mathematics Anxiety Mathematics performance Mathematics teachers Teaching strategies |
| title | Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania |
| title_full | Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania |
| title_fullStr | Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania |
| title_full_unstemmed | Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania |
| title_short | Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania |
| title_sort | teacher strategies for reducing mathematics anxiety among secondary school students in tanzania |
| topic | Mathematics Mathematics Anxiety Mathematics performance Mathematics teachers Teaching strategies |
| url | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7171 |
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