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Adolescent Math Anxiety: Teachers' Grouping Approach at the Intersection of Multiple Student Identities.

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Perceived disability heightens math anxiety for students, but grouping by mixed ability is inclusive. This study examines math anxiety across diverse student groups.

Keywords:
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Area of Science:

  • Education
  • Psychology
  • Sociology

Background:

  • Math anxiety is a significant obstacle to academic achievement.
  • Previous research often overlooks intersectional factors influencing math anxiety.

Purpose of the Study:

  • To investigate the relationship between perceived disability and math anxiety in adolescents.
  • To explore how gender, race, and ethnicity intersect with math anxiety.
  • To identify effective classroom grouping strategies for reducing math anxiety.

Main Methods:

  • Analysis of data from over 13,200 ninth graders and their math teachers.
  • Application of interdisciplinary and intersectional perspectives.
  • Examination of teacher grouping approaches and their impact on math anxiety.

Main Results:

  • Perceived disability is linked to increased math anxiety across all demographics.
  • Adolescents' math anxiety expressions do not consistently align with stereotypes; Black girls, Black boys, and Latine boys reported lower levels.
  • Mixed-ability grouping was the only strategy not associated with high math anxiety in any subgroup.

Conclusions:

  • Disability perception significantly impacts math anxiety, independent of other identity factors.
  • Intersectional analysis reveals nuanced patterns of math anxiety.
  • Inclusive practices, such as mixed-ability grouping, are crucial for mitigating math anxiety and promoting equitable learning environments.