Investigation and Analysis of Mathematics Anxiety in Middle School Students

Abstract

Mathematics anxiety has become a focus in mathematics education as a passive mathematics learning experience. Through investigation of the relationships between mathematics anxiety, mathematics performance, mathematics interest, self-efficiency, gender difference, and grade difference, we’ve found that mathematics performance is statistically significant correlated to mathematics anxiety; both mathematics interest and selfefficiency are statistically significant negatively correlated to mathematics anxiety; there exists statistically significant difference between male students and female students in mathematics anxiety, and female students’ anxiety level is higher than male students’; there is no statistically significant difference among all the grades in mathematics anxiety, and grade nine students show the highest anxiety level during the middle school stage.