This research explored and described the changes in mathematics anxiety when first-year college students in a remedial mathematics course were taught using conceptual understanding teaching methods. Two classes participated in the research; twenty-three students completed the Math Anxiety Ratings Scale (MARS), nine of these students were selected for individual interviews. Quantitative and qualitative data were collected to find reasons and explanations for the changes in mathematics anxiety.
Research questions for this study investigated the relationship between the instructional approach students' experienced and (a) their changes in mathematics anxiety, (b) their overall perceptions of contributions to or detractions from their anxiety towards mathematics, and (c) the factors they felt contributed to their change in mathematics anxiety.
The theoretical framework developed for this study was based on Skemp's (1976) analogy to learning in real life and his description of the differences between meaningful (or relational) and rote (or instrumental) learning.
Results from the MARS showed a decrease in mathematics anxiety that was significant at the .05 level. Interview and observational data indicated that instructional methodology played a key role in that reduction. Students expressed feeling a sense of responsibility for their own learning and noted that a higher level of understanding was expected from them in this course. Various instructional methods were incorporated, therefore providing a better match with students' preference for learning. Communication in the form of discussion and writing was found to enhance students' thinking.
This study suggests that students appreciated and enjoyed being able to think for themselves. Many students seemed to understand how to learn mathematics and realized understanding the content was more beneficial for them than memorizing. A number of students mentioned worries about entering the traditional style courses, yet when this transition was made they realized important ideas were imbedded in the conceptual learning philosophy that helped them keep lower levels of mathematics anxiety in future courses.