Does mathematical anxiety differ cross-culturally?
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Fecha
2020
Autores
Brown, Jennifer L.
Ortiz Padilla, Myriam
Soto Varela, Roberto
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Editor
Universidad de Alicante
Resumen
Mathematics constitutes a foundation in the training of engineering students because their competence in this reasoning will be utilised as a tool for the
resolution of real problems when inserted in the productive sector and throughout their professional life. The purpose of this causal comparative research study was to determine the difference in learning math anxiety and math evaluation anxiety for engineering students at two universities with different cultural backgrounds. The
sample included 20 engineering students from the south-eastern United States and 88 engineering students from Colombia. The English and Spanish version of the
AMAS, which contained nine items was divided into two subscales, used to collect data. A series of two-way factorial ANOVAs were conducted to answer the research
questions that are related to cultural background, gender and the interaction effect between cultural group and gender. The results indicated there was a statistically
significant difference in learning maths anxiety when comparing the two cultures.
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Palabras clave
Mathematical anxiety, Post-Secondary, Cross-Cultural, Math Evaluation Anxiety