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
Department
Graduate Studies
Committee Chair
Ximena Suarez-Sousa
Keywords
Math Anxiety, Self Efficacy, Paraprofessionals
Abstract
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.
Recommended Citation
Kallhoff, Angeline, "Self Efficacy and Math Anxiety; Math Intervention Strategies for Future Paraprofessionals" (2018). Dissertations, Theses, and Projects. 73.
https://red.mnstate.edu/thesis/73