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A Comprehensive Study of Mathematics Anxiety in Japanese Elementary School : Exploring Causes and Solutions through Classroom Observations in a Teacher Training Program
https://doi.org/10.32150/0002000740
https://doi.org/10.32150/000200074019df3861-e2f2-4c4e-b0ff-3ed6549a8692
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
kyoikurinsyokenkyu_77_16.pdf (2.3 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
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| 公開日 | 2026-01-16 | |||||||||
| タイトル | ||||||||||
| タイトル | A Comprehensive Study of Mathematics Anxiety in Japanese Elementary School : Exploring Causes and Solutions through Classroom Observations in a Teacher Training Program | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| ID登録 | ||||||||||
| ID登録 | 10.32150/0002000740 | |||||||||
| ID登録タイプ | JaLC | |||||||||
| 著者 |
エスケー, ミナルル
× エスケー, ミナルル
× 石井, 洋
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| 著者別名 | ||||||||||
| 姓名 | SK, Minarul | |||||||||
| 言語 | en | |||||||||
| 著者別名 | ||||||||||
| 姓名 | ISHII, Hiroshi | |||||||||
| 言語 | en | |||||||||
| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This research examined the causes of mathematics anxiety in Hakodate Elementary School attached to Hokkaido University of Education. This qualitative study used an analytical review of a student questionnaire, teacher questionnaire, interviews with supporting staff, and classroom observations specifically for grades 4 and 5. Ten classroom teachers were also invited to complete a questionnaire covering various topics, such as psychological behavior concerning mathematics anxiety in their daily classroom teaching experiences. Furthermore, interviews with supporting staff was conducted to obtain a good analytical review of mathematics anxiety. The results revealed the influence of performance pressure, rigid teaching methods, and fear of failure on mathematics anxiety. Proposed interventions include collaborative learning, formative assessments, and teacher professional development. These findings confirm that actionable strategies for reducing math anxiety and fostering inclusive learning environments can be adopted in Japan and other countries. | |||||||||
| bibliographic_information |
北海道教育大学紀要. 教育臨床研究編 巻 77, p. 203-216, 発行日 2025-11-28 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | EISSN | |||||||||
| 収録物識別子 | 2759-6680 | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| その他のタイトル | ||||||||||
| その他のタイトル | 日本の小学校における算数不安に関する包括的研究 : 教員研修プログラムでの授業観察を通じた原因と解決策の探究 | |||||||||
| 言語 | ja | |||||||||
| 出版者 | ||||||||||
| 出版者 | 北海道教育大学 | |||||||||
