Keywords

mathematics anxiety, cognition, metacognition, cognitively demanding tasks, cognitive interference

Abstract

This dissertation examines how mathematics anxiety influences the cognitive and metacognitive processes of middle school Algebra 1 students during cognitively demanding tasks. Individuals who experience mathematics anxiety may feel lifelong consequences and avoid mathematics courses at the secondary and college levels, which limits access to careers in STEM fields. Research suggests that a variety of factors may impact an individual’s mathematics anxiety. With an increase in the number of students enrolled in Algebra 1 at the middle school level, this explanatory sequential mixed-method study examines how mathematics anxiety influences students’ cognitive and metacognitive processes as they complete cognitively demanding Algebra 1 tasks during a think-aloud protocol analysis. Findings from the study support that individuals with moderate mathematics anxiety struggle with accessing metacognitive strategies as cognitive demand increases. Implications for practice and research, including recommendations at the state, district, and school levels, are discussed, as well as suggestions for future research.

Completion Date

2024

Semester

Summer

Committee Chair

Bush, Sarah B.

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Learning Sciences & Educational Research

Degree Program

Curriculum and Instruction (K-8 Mathematics)

Format

application/pdf

Identifier

DP0028595

URL

https://purls.library.ucf.edu/go/DP0028595

Language

English

Rights

In copyright

Release Date

August 2024

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Campus Location

Orlando (Main) Campus

Accessibility Status

Meets minimum standards for ETDs/HUTs

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