Mathematics Anxiety and Educational Inequalities: A Territorial Perspective on Mathematics Learning
DOI:
https://doi.org/10.70860/ufnt.rbec.e17458Schlagworte:
mathematical anxiety, academic achievement, mathematical education, school contextAbstract
ABSTRACT. This study investigated the relationships among mathematics anxiety, mathematics achievement, and territorial inequalities. Participants were 312 students from the 5th and 6th grades of elementary education, aged between 9 and 12 years, enrolled in public schools located in different educational territories. Mathematics anxiety was assessed using the Brazilian version of the Mathematics Anxiety Rating Scale for Elementary Children (MARS-E), while mathematics achievement was measured through students’ school grades in mathematics. The results revealed differences associated with educational territories regarding both mathematics anxiety and academic achievement. Students from urban contexts demonstrated higher mathematics achievement than those from non-urban contexts. Specific sex-related differences were also observed across the different territories analyzed. The negative association between mathematics anxiety and mathematics achievement reinforces previous evidence concerning the impact of academic emotions on learning. The findings are discussed in light of the Rural Education literature, suggesting that historical, social, and educational inequalities may contribute to the production of differentiated experiences of mathematics learning. The study highlights the importance of educational policies committed to reducing territorial inequalities and promoting more equitable conditions for access, retention, and learning.
Downloads
Literaturhinweise
Arroyo, M. G. (2012). Outros sujeitos, outras pedagogias (2ª ed.). Vozes.
Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181–185. https://doi.org/10.1111/1467-8721.00196
Baloglu, M., & Koçak, R. (2006). A multivariate investigation of the differences in mathematics anxiety. Personality and Individual Differences, 40(7), 1325–1335. https://doi.org/10.1016/j.paid.2005.10.007
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/10.1037/bul0000307
Bezerra, M. G., & Kassouf, A. L. (2006, July 23–27). Análise dos fatores que afetam o desempenho escolar nas escolas das áreas urbanas e rurais do Brasil [Conference paper]. 44º Congresso da Sociedade Brasileira de Economia, Administração e Sociologia Rural (SOBER), Fortaleza, CE, Brasil.
Blair, R. J. R. (2007). The amygdala and ventromedial prefrontal cortex in morality and psychopathy. Trends in Cognitive Sciences, 11(9), 387–392. https://doi.org/10.1016/j.tics.2007.07.003
Caldart, R. S. (2004). Pedagogia do Movimento Sem Terra (3ª ed.). Expressão Popular.
Caldart, R. S. (2012). Educação do campo. In R. S. Caldart, I. B. Pereira, P. Alentejano, & G. Frigotto (Orgs.), Dicionário da educação do campo (pp. 257–265). EPSJV; Expressão Popular.
Carmo, J. S., & Simionato, A. M. (2012). Reversão de ansiedade à matemática: Alguns dados da literatura. Psicologia em Estudo, 17(2), 317–327. https://doi.org/10.1590/S1413-73722012000200015
Carmo, J. S., Mendes, A., & Fassis, D. (2014). Diferentes graus de ansiedade à matemática e desempenho escolar no ensino fundamental. Psicologia da Educação, 39, 47–61.
Damásio, A. R. (2012). O erro de Descartes: Emoção, razão e o cérebro humano (3ª ed.; D. Vicente & G. Segurado, Trads.). Companhia das Letras.
Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(1), Article 33. https://doi.org/10.1186/1744-9081-8-33
Dowker, A., Bennett, K., & Smith, L. (2012). Attitudes to mathematics in primary school children. Child Development Research, Article 124939. https://doi.org/10.1155/2012/124939
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, Article 508. https://doi.org/10.3389/fpsyg.2016.00508
Fernandes, B. M. (2008). Educação do campo e território camponês no Brasil. In C. A. Santos (Org.), Por uma educação do campo: Campo, políticas públicas e educação (pp. 39–66). INCRA/MDA.
Gamboa, S. S. (2013). Quantidade-qualidade: Para além de um dualismo técnico e de uma dicotomia epistemológica. In J. C. Santos Filho & S. S. Gamboa (Orgs.), Pesquisa educacional: Quantidade-qualidade (8ª ed., Vol. 46). Cortez.
Hage, S. M. (2014). Transgressão do paradigma da (multi)seriação como referência para a construção da escola pública do campo. Educação & Sociedade, 35(129), 1165–1182. https://doi.org/10.1590/ES0101-73302014144531
Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: An exploratory study. The Journal of Experimental Education, 81(4), 538–555. https://doi.org/10.1080/00220973.2012.727888
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455
Hlalele, D. (2012). Exploring rural high school learners’ experience of mathematics anxiety in academic settings. South African Journal of Education, 32(3), 267–278.
Ho, J., Tumkaya, T., Aryal, S., Choi, H., & Claridge-Chang, A. (2019). Moving beyond P values: Data analysis with estimation graphics. Nature Methods, 16(7), 565–566. https://doi.org/10.1038/s41592-019-0470-3
Ho, H.-Z., Senturk, D., Lam, A. G., Zimmer, J. M., Hong, S., Okamoto, Y., Chiu, S.-Y., Nakazawa, Y., & Wang, C.-P. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31(3), 362–379. https://doi.org/10.2307/749811
Johnson-Brown, S. L. (2014). Location, location, location: Do school size, family socioeconomic status, and levels of rurality affect the outcome of WESTEST scores? (Doctoral dissertation, Capella University).
Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404–406. https://doi.org/10.1016/j.tics.2012.06.008
Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality and Individual Differences, 37(3), 591–606. https://doi.org/10.1016/j.paid.2003.09.029
Molina, M. C., & Sá, L. M. (2012). Escola do campo. In R. S. Caldart, I. B. Pereira, P. Alentejano, & G. Frigotto (Orgs.), Dicionário da educação do campo (pp. 324–330). EPSJV; Expressão Popular.
Moura-Silva, M. G., Bento-Torres, J., & Gonçalves, T. O. (2019). Manifestações subjacentes da ansiedade matemática no sistema nervoso autônomo: Uma análise da variabilidade da frequência cardíaca, desempenho matemático e função executiva em crianças escolares (Tese de doutorado, Universidade Federal do Pará).
Moura-Silva, M. G., Bento-Torres, J., & Gonçalves, T. O. (2020). Bases neurais da ansiedade matemática: Implicações para o processo de ensino-aprendizagem. Bolema, 34(66), 246–267. https://doi.org/10.1590/1980-4415v34n66a12
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
Rao, R., & Chaturvedi, A. (2017). Study the academic anxiety of secondary school students in relation to gender and locality. International Journal of Research in Humanities, Arts and Literature, 5, 59–62.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551–554. https://doi.org/10.1037/h0033456
Stipek, D., & Gralinski, J. H. (1991). Gender differences in children’s achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83(3), 361–371. https://doi.org/10.1037/0022-0663.83.3.361
Sultan, I., & Bhat, S. (2019). Academic anxiety of rural and urban secondary school students. International Journal of Research and Analytical Reviews, 6, 676–678.
Van der Beek, J. P. J., Van der Ven, S. H. G., Kroesbergen, E. H., & Leseman, P. P. M. (2017). Self-concept mediates the relation between achievement and emotions in mathematics. British Journal of Educational Psychology, 87(3), 478–495. https://doi.org/10.1111/bjep.12160
Villamizar, A., Gustavo, A., Tammi, Y., Trujillo, C., & Wenddy, J. (2020). Relación entre ansiedad matemática y rendimiento académico en matemáticas en estudiantes de secundaria. Ciencias Psicológicas, 14(1), Article e2174. https://doi.org/10.22235/cp.v14i1.2174
Yaratan, H., & Kasapoğlu, L. (2012). Eighth grade students’ attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia – Social and Behavioral Sciences, 46, 162–171. https://doi.org/10.1016/j.sbspro.2012.05.087
Young, C. B., Wu, S. S., & Menon, V. (2012). The neurodevelopmental basis of math anxiety. Psychological Science, 23(5), 492–501. https://doi.org/10.1177/0956797611429134
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 2026 Marcos Guilherme Moura-Silva, Rayza de Oliveira Sousa, Paulo Raphael Moura Silva, Tadeu Oliver Gonçalves
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Creative Commons Attribution License
Creative Commons Attribution License
Proposal for Copyright Notice Creative Commons
1. Policy Proposal to Open Access Journals
Authors who publish with this journal agree to the following terms:
A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of its initial publication in this journal.
B. Authors are able to take on additional contracts separately, non-exclusive distribution of the version of the paper published in this journal (ex .: publish in institutional repository or as a book), with an acknowledgment of its initial publication in this journal.
C. Authors are permitted and encouraged to post their work online (eg .: in institutional repositories or on their website) at any point before or during the editorial process, as it can lead to productive exchanges, as well as increase the impact and the citation of published work (See the Effect of Open Access).
