International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue X, October 2022|ISSN 2454-6186
Do Technology-based Approaches Reduce Mathematics Anxiety? A Systematic Literature Review.
Oluwatoyin Motunrayo ATOYEBI1*, Samuel Babajide ATOYEBI2
1Mathematics Department, Phoebestar Royalty Schools, Osogbo, Nigeria
2Data Analysis, DSK Statistical Consult Ltd., Nigeria
*Corresponding Author Email: theoluwatoyinatoyebi@gmail.com
Abstract: The student’s attitude towards Mathematics and their achievement is affected by Mathematics anxiety. Mathematics anxiety may lead to avoidance of Mathematics or poor performance in Mathematics and subjects related to or depending on Mathematics. For students to perform well in Mathematics, Mathematics anxiety must be reduced in students. This systematic literature review examines the impact of technology-based approaches on Mathematics anxiety. The strategy used to perform the search for this study consisted of both a discipline-specific journal search and a database search where generalised results about the positive effect of technology-based approaches and their disadvantages were found. 35 papers published between 2002 and 2022 were included in the study and only peer-reviewed articles were included in the search. The study found that using technology-based approaches to teaching Mathematics leads to students showing a positive attitude toward the subject and reduces the level of their anxiety. And when students are confronted with any problem while using technology, in resolving the problem the students develop problem-solving and, in the process, develop their confidence in Mathematics. This study suggests that when incorporating technology into the Mathematics classroom, it is crucial to identify which learning activities benefit the most from technology as some parts of Mathematics may still be best mediated through traditional teaching approaches, such as encouraging class discussion about how to apply mathematical ideas, correcting exercises involving complicated calculations or drawings, and spotting simple arithmetic errors when solving mathematical problems.
Keywords: Technology-based approaches, Mathematics anxiety, Computer-mediated learning, Mathematics teaching method, Solving mathematical problems
I. INTRODUCTION
Mathematics is important in our everyday life, it is used in both formal and informal education (Atoyebi & Atoyebi, 2022). Mathematics is one of the essential subjects for success in academic fields spanning Science, Technology, and Economics. The student’s attitude towards Mathematics and their achievement is affected by Mathematics anxiety (Hembree, 1990). Mathematics anxiety is a real problem faced by students (Hlalele, 2012). The working memory of students has been hindered by Mathematics anxiety (Perina, 2002). According to Hill, Mammarella, Devine, Caviola, Passolunghi and Szucs (2016), Mathematics anxiety is “a crippling negative emotional response to Mathematics”. When students