Self Efficacy and Math Anxiety; Math Intervention Strategies for Future Paraprofessionals

Date of Award

Summer 7-27-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Ximena Suarez-Sousa


Math Anxiety, Self Efficacy, Paraprofessionals


The purpose of this research is to examine whether completion of an instructional math course could reduce math anxiety and increase self-efficacy. Specifically, the study revealed intervention strategies implemented into course curriculum was associated with a 48.8% reduction in Math Anxiety and a 75% increase in Self-Efficacy in students training to become paraprofessionals. The following sections will review past research in this area, curriculum, and theories related to math anxiety and the use of research based curriculum. Then, findings from the current study will be presented and discussed.

Abstract only: No full text available.