Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Math anxiety is a pernicious problem. The issue manifests in a variety of ways, some avoid math completely, while others enact coping skills to avoid the use of math. This study surveys students who are pursuing Engineering Technology degrees and delves into the tendencies of the students and how they utilize certain types of problem-solving techniques. The survey utilized the instrument Cognitive-Experiential Self Theory (CEST). The survey will help to learn the extent to which the students rely on the rational and experiential context of their lives to answer technical questions. The study is intended to enlighten educators and others to the degree intuition is used by students as a means of problem solving. The conclusions drawn will help to develop techniques to encourage students to have a more positive view of mathematics and to use mathematics for solving technical problems. The overall results will help to support future work on math anxiety and to develop methods to curb students’ negative reactions to scenarios contributing to math anxieties.
Lucietto, A. M., & Taleyarkhan, M. R., & Hobson, N., & Azevedo, T. M. (2020, June), Math Anxiety: Engineering Technology Students' Problem Solving Through Rational or Experiential Contexts Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34955
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