ANSIEDADE MATEMÁTICA ESTADO EM ESTUDANTES EM FUNÇÃO DO TIPO DE TAREFAS, DO SEXO E DO ANO ESCOLAR

Abstract

Math anxiety state (MAS) is the temporary discomfort felt when performing tasks involving mathematics. The aim of this study was to verify whether there is a relationship between academic performance in mathematics and state mathematical anxiety, considering its predictive value according to task type, gender, and school year. 482   students in the final years of elementary school from a city in the south-central interior of Bahia participated. A performance test on Measures and Quantities and a MAS   questionnaire were applied. The results demonstrated that the type of task interferes with both performance and the level of MAS. Performance was highest in Reproduction tasks, followed by Reflection and Connection. Anxiety was lower in Reproduction tasks, increasing in the others. Linear regression analysis indicated a weak relationship between MAS and performance (R² < 2.2%), significant only in Reproduction and Reflection tasks. Girls were more anxious, but that only affected their performance in Reproduction, in which boys performed better.  Findings highlight the relevance of affective aspects, providing information on the bidirectional relationships between MAS and task type.

Keywords: Academic performance; Mathematics Education; Middle School; Measures and quantities.