Matematik Öğretiminde Dijital Teknoloji Kullanımının Öğrencilerin Matematik Kaygısını Azaltmadaki Etkililiği: Bir Meta-Analiz

Feyyaz Öztop

doi:10.32433/eje.1068755

Research Article

Matematik Öğretiminde Dijital Teknoloji Kullanımının Öğrencilerin Matematik Kaygısını Azaltmadaki Etkililiği: Bir Meta-Analiz

Year 2023, , 22 - 40, 31.05.2023

Feyyaz Öztop

https://doi.org/10.32433/eje.1068755

Cited By: 1

Abstract

Yüksek düzeydeki matematik kaygısı öğrenciler için olumsuz bir faktör olarak görülmektedir. Bu bağlamda matematik kaygısının azaltılması için çalışmalar yapılmasının gerekliliği ortaya çıkmaktadır. Matematik kaygısının azaltılması için başvurulan yollardan biri öğretimde dijital teknoloji kullanımı olmuştur. Matematik öğretiminde dijital teknoloji kullanımının matematik kaygısı üzerindeki etkisine yönelik yapılan farklı çalışmalarda farklı bulgulara ulaşılmıştır. Bu çalışmalar bir araya getirilip incelenerek matematik öğretiminde dijital teknoloji kullanımının matematik kaygısını azaltmadaki etkililiği hakkında belirli bir fikir birliğine varılabilir. Bu araştırmanın amacı, meta–analiz yöntemini kullanarak matematik öğretiminde dijital teknoloji kullanımının matematik kaygısını azaltmadaki etkililiğini ortaya çıkarmaktır. Araştırmanın verileri belirlenen veri tabanlarında yapılan tarama sonucunda dâhil edilme ölçütlerini sağlayan 13 çalışmadan toplanmış ve bu çalışmalardan da 14 karşılaştırma incelenmiştir. Araştırma sadece Türkiye’de yapılan çalışmalarla sınırlıdır. Araştırma kapsamında incelenmek üzere belirlenen çalışmalara ilişkin veriler bir kodlama tablosu aracılığıyla kodlanmıştır. Verilerin analizinde Hedges’in g katsayısı esas alınmıştır. Veriler rastgele etkiler modeli temelinde ve Comprehensive Meta–Analysis Software (CMA) 3.0 programıyla analiz edilmiştir. Analizler sonucunda genel etki büyüklüğü g=-0.651 olarak bulunmuştur. Elde edilen bu bulgudan matematik öğretiminde dijital teknoloji kullanımının matematik kaygısını azaltmada orta düzeyde etkili olduğu çıkarılabilir. Yüksek düzeyde matematik kaygısına sahip olan öğrencilerin matematik eğitimine dijital araçların entegre edilmesi önerilebilir. Bu çalışma matematik kaygısının azaltılması için atılacak adımlara ışık tutması bakımından önemli görülmektedir.

Keywords

Matematik kaygısının azaltılması, matematik öğretimi, dijital teknoloji, meta-analiz, tedavi

References

Aliyu, S., Idris, A., Gurkuma, A. L., Saidu, D. V. ve Amako, T. G. (2023). Effects of cognitive restructuring and systematic desensitization techniques on students’ mathematics anxiety in senior secondary schools in Gombe Metropolis, Gombe State. Ilorin Journal of Education, 43(2), 1-13. https://ije.unilorinedu.sch.ng/index.php/ije/article/view/85
Alkan, V. (2010). Matematikten nefret ediyorum!. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28, 189-199. https://dergipark.org.tr/en/download/article–file/114624
Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107. https://dergipark.org.tr/en/download/article–file/114598
Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools. International Journal of Social Sciences and Education, 3(3), 795-807. https://files.eric.ed.gov/fulltext/ED598328.pdf
Amirnudin, M. T. M. ve Saleh, S. (2020). Effectiveness of strategy Disney NLP in reducing math anxiety of students in Perak Matriculation College. Journal of Educational Research and Indigenous Studies, 2(1), 1–13. https://www.researchgate.net/profile/Tahar–Amirnudin/publication/354156663
*Arslan, A. (2008). Web destekli öğretimin ve öğretimsel materyal kullanımının öğrencilerin matematik kaygısına, tutumuna ve başarısına etkisi (Tez No. 226387) [Doktora tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Asanjarani, F. ve Zarebahramabadi, M. (2021). Evaluating the effectiveness of cognitive–behavioral therapy on math self–concept and math anxiety of elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 223-229. https://doi.org/10.1080/1045988X.2021.1888685
Ashcraft, M. H. ve Guillaume, M. M. (2009). Mathematical cognition and the problem size effect. In B. H. Ross (Ed.), Psychology of learning and motivation (pp. 121-151). Academic Press.
Atalay, Z., Aydın, U., Taylan, R. D., Bulgan, G. ve Özgülük, S. B. (Temmuz, 2017). Bilinçli–farkındalık (mindfulness) temelli psiko–eğitim programının öğrencilerin matematik kaygısı, tutumları ve öz yeterlikleri üzerindeki etkisi. TÜBİTAK SOBAG Proje: 2017. Proje No: 115K450 https://openaccess.mef.edu.tr/xmlui/bitstream/handle/20.500.11779/1271/document%20%281%29.pdf?sequence=1&isAllowed=y
Atoyebi, O. M. ve Atoyebi, S. B. (2022a). Do technology–based approaches reduce mathematics anxiety? A Systematic literature. International Journal of Research and Innovation in Social Science (IJRISS), 6(10), 502-509. https://www.rsisinternational.org/journals/ijriss/Digital–Library/volume–6–issue–10/502–509.pdf
Atoyebi, O. M. ve Atoyebi, S. B. (2022b). The causes of anxiety in mathematics among private secondary school students: A case study of students in Egbedore Local Government, Osun State, Nigeria. Adeleke University Journal of Science, 1(2), 267-280. http://aujs.adelekeuniversity.edu.ng/index.php/aujs/article/view/44
Azizan, F. L., Rahim, N. F., Siaw, E. S., Ghani, K. A. ve Sathasivam, S. (2022). Innovative classroom strategy: Impact on students’ mathematics motivation, anxiety and achievement in pre–university studies. International Journal of Information and Education Technology, 12(2), 165-170. https://www.doi.org/10.18178/ijiet.2022.12.2.1600
Balt, M., Börnert Ringleb, M. ve Orbach, L. (2022). Reducing math anxiety in school children: A systematic review of intervention research. Frontiers in Education, 7(798516), 1-15. https://doi.org/10.3389/feduc.2022.798516
Baloğlu, M. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 59-76. https://docplayer.biz.tr/40958419–Matematik–korkusunu–yenmek.html
*Barçın, H. (2019). Matematik dersi dönüşüm geometrisi konusunun GeoGebra yazılımı ile anlatımının öğrencilerin matematik başarısına, kaygısına ve tutumuna etkisi (Tez No. 553159) [Yüksek lisans tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A. ve Daucourt, M. C. (2021). A meta–analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. https://doi.org/10.1037/bul0000307
Bayraktar, Ş. (2020). Eğitimde meta–analiz çalışmaları. İçinde B. Oral ve A. Çoban (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri (ss. 357–378). Pegem Akademi.
Bayırlı, H., Geçici, M. E. ve Erdem, C. (2021). Matematik kaygısı ile matematik başarısı arasındaki ilişki: Bir meta–analiz çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (53), 87-109. https://doi.org/10.9779/pauefd.783083
Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan eğitim fakültesi örneği). Erzincan Eğitim Fakültesi Dergisi, 9(2), 131-144. https://dergipark.org.tr/en/download/article–file/67809
Bekdemir, M., Işık, A. ve Çıkıcı, Y. (2004). Matematik kaygısını oluşturan ve arttıran öğretmen davranışları ve çözüm yolları. Eurasian Journal of Educational Research, (16), 88-94. https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=6175af31–f68f–455e–9cff–08f4aeb9eecd%40redis
Bicer, A., Perihan, C. ve Lee, Y. (2020). A meta–analysis: The effects of CBT as a clinic– & school–based treatment on students’ mathematics anxiety. International Electronic Journal of Mathematics Education, 15(2), 1-14. https://doi.org/10.29333/iejme/7598
Bouzid, T., Kaddari, F., Darhmaoui, H. ve Bouzid, E. G. (2021). Enhancing math–class experience throughout digital game–based learning, the case of Moroccan Elementary Public Schools. International Journal of Modern Education & Computer Science, 13(5), 1-13. https://doi.org/10.5815/ijmecs.2021.05.01
Borenstein, M. (2009). Effect sizes for continuous data. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta–analysis (pp. 221-235). Russell Sage Foundation.
Blazer, C. (2011). Strategies for reducing math anxiety. Information Capsule research service, 1102, 1-8. https://files.eric.ed.gov/fulltext/ED536509.pdf
Blyth, J. (2022). Math anxiety: Finding solutions to a multifaceted problem. BU Journal of Graduate Studies in Education, 14(3), 19–23. https://files.eric.ed.gov/fulltext/EJ1350849.pdf
Brewster, B. J. ve Miller, T. (2022). Expressive writing interventions for pre–service teachers’ mathematics anxiety. International Electronic Journal of Mathematics Education, 17(4), 1-13. https://doi.org/10.29333/iejme/12298
Brewster, B. J. ve Miller, T. (2023). Reflections on mathematics ability, anxiety, and interventions. International Electronic Journal of Mathematics Education, 18(2), 1-6. https://doi.org/10.29333/iejme/12822
Carter, C. ve Yackel, E. (2017). Math anxiety in the science classroom. The Hoosier Science Teacher, 40(1), 27–32. https://scholarworks.iu.edu/journals/index.php/thst/issue/view/1519
*Cengiz, N. (2017). Teknoloji destekli matematik öğretiminin öğrencilerin matematik başarısına ve matematik kaygısına etkisi (Tez No. 488652) [Yüksek lisans tezi, Gaziantep Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Chamdani, M., Yusuf, F. A., Salimi, M. ve Fajari, L. E. W. (2022). Meta–analysis study: The relationship between reflective thinking and learning achievement. Journal on Efficiency and Responsibility in Education and Science, 15(3), 181–188. http://dx.doi.org/10.7160/eriesj.2022.150305
Commodari, E. ve La Rosa, V. L. (2021). General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills. Acta psychologica, 220(103413), 1–7. https://doi.org/10.1016/j.actpsy.2021.103413
*Çoruk, H. (2015). Çoklu ortam kullanımının ilkokul öğrencilerinin akademik başarılarına ve kaygılarına etkisi (Tez No. 454781) [Yüksek lisans tezi, Amasya Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Dağyar, M. (2021). Meta–analiz desen. İçinde A. Uzunöz (Ed.), Bilimsel araştırma becerileri ve araştırmada güncel desenler (ss. 165–180). Pegem Akademi.
Demir, S. ve Durmaz, M. (2018). İlköğretim matematik öğretmenlerinin matematik kaygısı hakkındaki görüşleri ve müdahale yöntemleri. Academia Eğitim Araştırmaları Dergisi, 3(1), 17-27. https://dergipark.org.tr/en/download/article–file/477751
Deshwal, H. K., Gupta, M. ve Chaturvedi, S. (2022). Positive self talk and counselling to overcum mathematics anxiety among secondary school students. Journal of Pharmaceutical Negative Results, 13(6), 1559–1567. https://www.doi.org/10.47750/pnr.2022.13.S06.207
Dinçer, S. (2021). Eğitim bilimlerinde uygulamalı meta–analiz (3. basım). Pegem Akademi.
Dondio, P., Gusev, V. ve Rocha, M. (2023). Do games reduce maths anxiety? A meta–analysis. Computers & Education, 194. https://doi.org/10.1016/j.compedu.2022.104650
Dos Santos Carmo, J. ve Crescenti, E. P. (2022). Mathematics anxiety and successful reversal strategies: A Brazilian experience. In L. R. V. Gonzaga, L. L. Dellazzana–Zanon ve A. M. B. da Silva (Eds.), Handbook of stress and academic anxiety: Psychological processes and interventions with students and teachers (pp. 115–126). Springer International Publishing. https://www.doi.org/10.1007/978–3–031–12737–3_8
Dowdy, A., Hantula, D. A., Travers, J. C. ve Tincani, M. (2022). Meta–analytic methods to detect publication bias in behavior science research. Perspectives on behavior science, 45(1), 37-52. https://doi.org/10.1007/s40614–021–00303–0
*Ekici, F. (2008). Akıllı tahta kullanımının ilköğretim öğrencilerinin matematik başarılarına etkisi (Tez No. 226423) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
*Erginbaş, Ş. (2009). Teknoloji destekli matematik öğretiminin sınıf yönetiminin öğrenci özellikleri açısından etkililiği (Tez No. 237315) [Yüksek lisans tezi, Süleyman Demirel Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Erkuş, A. (2021). Davranış bilimleri için bilimsel araştırma süreci (7. basım). Seçkin yayıncılık.
Eray, F. (2022). Ortaokul 8. sınıf öğrencileri üzerinde yürütülen oyunlaştırma tabanlı etkinliklerin öğrencilerin motivasyon, öz yeterlik ve matematik kaygılarına etkisi (Tez No. 732592) [Yüksek lisans tezi, Aydın Adnan Menderes Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Eser, M. T., Yurtçu, M. ve Aksu, G. (2020). R programlama dili ve jamovi ile meta analiz uygulamaları. Pegem Akademi.
Fehintola, J. O. (2021). Relaxation and cognitive restructuring therapies in the reduction of mathematics anxietyamong junior secondary school students in Ibadan Land, Nigeria. African Journal For The Psychological Studies Of Social Issues, 24(3), 48–60. http://ajpssi.org/index.php/ajpssi/article/view/500
Fitriyah, A. L., Putri, A. F. S., Putra, M. I. S., Rofiki, I. ve Abdullah, A. H. (2022). Pengaruh peer tutoring pada kecemasan matematika siswa sekolah menengah pertama. Jurnal Kajian Pembelajaran Matematika, 6(2), 125–134. http://journal2.um.ac.id/index.php/jkpm/article/view/29966/10436
Furner, J. M. ve Duffy, M. L. (2022). Addressing math anxiety in a STEM world: Preventative, supportive, and corrective strategies for the inclusive classroom. European Journal of STEM Education, 7(1), 1-10. https://doi.org/10.20897/ejsteme/12645
Furner, J. M. ve Gonzalez De Hass, A. (2011). How do students’ mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, Science & Technology Education, 7(4), 227-242. https://www.ejmste.com/download/how–do–students–mastery–andperformance–goals–relate–to–mathanxiety–4222.pdf
Gabriel, F. (2022). Maths anxiety–and how to overcome it. Significance, 19(1), 34-35. https://doi.org/10.1111/1740–9713.01612
Gholamitooranposhti, M. ve Rahnamayezabijari, B. (2022). Meta–analysis of the effectiveness of educational and therapeutic interventions on mathematical anxiety. Research in School and Virtual Learning, 10(1), 35-46. https://doi.org/10.30473/etl.2022.60730.3613
*Güzeller, C. O. ve Akın, A. (2012). The effect of web–based mathematics instruction on mathematics achievement, attitudes, anxiety and self–efficacy of 6th grade student. International Journal of academic research in progressive education and development, 1(2), 42-54. https://www.researchgate.net/publication/288928296
Hanifah, N., Afidah, L. N., Soraya, A. I. ve Ardiansyah, A. S. (2023). Study literature of ICT toward mathematics anxiety for students. PRISMA, Prosiding Seminar Nasional Matematika. 6, 120-125. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/66500
Hardy, M. (2020). Interventions and supports to ameliorate math anxiety in k–12 schools: a meta–analysis of experimental group design research (Tez No. 28353639) [Master’s thesis, Brigham Young University]. ProQuest Dissertations and Theses Global.
Harrer, M., Cuijpers, P., Furukawa, T. A. ve Ebert, D. D. (2022). Doing Meta–analysis with R a hands–on guide. CRC Press.
Hayes, S. L. (2016). A synthesis of the methods to reduce mathematics anxiety in pre–service elementary school teachers through a meta–analysis (Tez No. 10183481) [Doctoral dissertation, St. John's University]. ProQuest Dissertations and Theses Global.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
Hidayat, A. ve Asmalah, L. (2022). Augmented reality pada smartphone untuk meningkatkan motivasi belajar dan mengurangi kecemasan matematika. Finland International Scientific Journal of Education, Social Science & Humanities, 10(10), 26–34. https://doi.org/10.5281/zenodo.7043045
Higgins, C. M., Furner, J. M. ve Gerencser, T. (2020). Using bibliotherapy and personal reflection as tools for reducing math anxiety. The Journal of Teacher Action Research, 6(2), 54-69. http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/volume_6_issue_2_2020.pdf#page=54
Horne, D. (2022). School leadership’s role in the disruption of math anxiety. International Journal for Leadership in Learning, 22(1), 48-72. https://doi.org/10.29173/ijll4
Hussein, Y. F. ve Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2). https://doi.org/10.29333/ejmste/12938
Ilahi, K. A., Sudiana, R. ve Nindiasari, H. (2022). Pengembangan media pembelajaran interaktif berbasis Wordwall untuk mengurangi kecemasan matematika. Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika, 3(4), 304-312. https://jurnal.untirta.ac.id/index.php/wilangan/article/viewFile/14303/9827
Ismail, N., Garba, A., Osman, S., Ibrahim, N. H. ve Bunyamin, M. A. H. (2022). Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria. International Journal of Evaluation and Research in Education, 11(1), 161-171. http://doi.org/10.11591/ijere.v11i1.22189
Julya, D. ve Nur, I. R. D. (2022). Studi literatur mengenai kecemasan matematis terhadap pembelajaran matematika. Jurnal Didactical Mathematics, 4(1), 181-190. https://doi.org/10.31949/dm.v4i1.2006
Kamour, M. ve Altakhayneh, B. H. (2021). Impact of a counseling program based on social emotional learning toward reducing math anxiety in middle school students: Impact of a counseling program. International Journal of Curriculum and Instruction, 13(3), 2026-2038. http://ijci.wcci–international.org/index.php/IJCI/article/view/654/348
Kanadlı, S. (2021a). Sosyal bilimlerde R ile meta–analiz ve meta–analitik yapısal eşitlik modellemesi. Pegem Akademi.
Kanadlı, S. (2021b). Sosyal bilimlerde teoriden uygulamaya araştırma sentezi nicel, nitel ve karma yöntemler (4. basım). Pegem Akademi.
Karakaş, M. ve Ezentaş, R. (2020). Tess–India açık eğitim kaynaklarından faydalanılarak oluşturulan etkinliklerin cebir öğretimine ve öğrencilerin matematik kaygısına etkisi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 5(2), 55–73. https://dergipark.org.tr/en/download/article–file/1182740
Katipoğlu, M., Eken, Z. ve Körbay, M. (2017). Matematik öğretiminde eğlence ve mizah içeren karikatürlerin kullanılmasının öğrencilerin matematik başarısına ve matematik kaygısına etkisi. International Journal of Education, Science and Technology, 3(1), 32-45. https://dergipark.org.tr/en/download/article–file/300246
Keskin, M. (2019). Ortaokul öğrencilerinin matematik kaygı düzeylerini azaltmak için gerçek sınıf ve okul ortamında bir uygulama (Tez No. 577832) [Yüksek lisans tezi, Erzincan Binali Yıldırım Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Kharis, S. A. A., Mahin, N., Lubis, H., Zili, A. H. A. ve Robiansyah, A. (2023). Kecemasan matematika dan permasalahannya dalam pembelajaran jarak jauh. EDUKATIF: JURNAL ILMU PENDIDIKAN, 5(1), 508-518. https://www.edukatif.org/index.php/edukatif/article/view/4735
*Korucu, S. (2009). Çokgenler konusunda karikatür ve bilgisayar destekli öğretim yöntemlerinin karşılaştırılması (Tez No. 250860) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Li, H., Zhang, A., Zhang, M., Huang, B., Zhao, X. Gao, J. ve Si, J. (2021a). Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. Contemporary Educational Psychology, 66 (101984), 1-9. https://doi.org/10.1016/j.cedpsych.2021.101984
Li, Q., Cho, H., Cosso, J. ve Maeda, Y. (2021b). Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta–analysis. Educational Psychology Review, 33, 1017-1049. https://doi.org/10.1007/s10648–020–09589–z
Lubis, A. H., Dasopang, M. D., Ramadhini, F. ve Dalimunthe, E. M. (2022). Augmented reality pictorial storybook: How does it influence on elementary school mathematics anxiety?. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 12(1), 41–53. http://doi.org/10.25273/pe.v12i1.12393
Luby, K. E. (2022). Strategies for teachers that reduce anxiety and promote productive struggle for students in secondary mathematics classes (Tez No. 29256998) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global.
Luneta, K. ve Sunzuma, G. (2023). Instructional interventions to address mathematics anxiety in Sub–Saharan Africa: A systematic review (1980–2020). Africa Education Review, 19(1), 103-119. https://doi.org/10.1080/18146627.2023.2201660
Luttenberger, S., Wimmer, S. ve Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://dx.doi.org/10.2147%2FPRBM.S141421
Ma, X. (1999). A meta–analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540. https://www.jstor.org/stable/749772?seq=1#metadata_info_tab_contents
Macun, Y. ve Işık, C. (2022). Effect of problem–based STEM activities on 7th grade students' mathematics achievements, attitudes, anxiety, self–efficacy and views. International Journal of Contemporary Educational Research, 9(1), 87-102. https://doi.org/10.33200/ijcer.1008456
Maisey, J., Thoma, G., Moeller, K., Kiili, K. ve Ninaus, M. (2022). Effects of a game–based fraction estimation task on math anxiety. In K. Kiili, K. Antti, F. de Rosa, M. Dindar, M. Kickmeier Rust, & F. Bellotti (Eds.), Games and learning alliance: 11th International Conference, GALA 2022, Tampere, Finland, November 30–December 2, 2022, Proceedings (pp. 137–146). Springer International Publishing.
Mamolo, L. A. ve Sugano, S. G. C. (2023). Digital interactive app and students’ mathematics self–efficacy, anxiety, and achievement in the “new normal”. E–Learning and Digital Media. https://doi.org/10.1177/20427530231167646
McKenna, L., Johnston, J., Cross, R., Austerberry, J., Mathew, T. ve McKenzie, G. (2022). Mathematics anxiety and associated interventions in nursing: A scoping review. Nurse Education Today, 112(2022), 1–9. https://doi.org/10.1016/j.nedt.2022.105335
Medema, M. (2022). Reducing math anxiety in elementary students [Unpublished masters thesis], City University of Seattle. https://repository.cityu.edu/bitstream/handle/20.500.11803/1844/MarleyMedemaCapstone.pdf?sequence=3&isAllowed=y
Milena, P. C., Nugraheni, P. ve Yuzianah, D. (2022). Analisis faktor penyebab kecemasan belajar matematika pada siswa sma ditinjau dari hasil belajar. PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika, 11(2), 133–140. https://doi.org/10.33373/pythagoras.v11i2.4023
Moustafa, A. A., Al–Emadi, A. A. ve Megreya, A. M. (2021). The need to develop an individualized intervention for mathematics anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.723289
Namkung, J. M., Peng, P. ve Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school–aged students: a meta–analysis. Review of Educational Research, 89(3), 459-496. https://doi.org/10.3102/0034654319843494
Niyaie, S., Imanzadeh, A. ve Vahedi, S. (2021). The effectiveness of flipped teaching on math anxiety and math performance in 5th grade students. Technology of Education Journal (TEJ), 15(3), 419-428. https://doi.org/10.22061/tej.2020.5908.2303
Olaoluwa, S. A. (2021). Applying cognitive therapy for depression and anxiety in mathematics education for students’ sustainable performance. Creative Education, 12(6), 1407–1418. https://doi.org/10.4236/ce.2021.126107
Olkun, S. ve Toluk Uçar, Z. (2014). İlköğretimde etkinlik temelli matematik öğretimi (6. basım). Eğiten Kitap
Orwin, R. ve Vevea, J. L. (2009). Evaluating coding decisions. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta–analysis (pp. 177–203). Russell Sage Foundation.
Özdemir, M. ve Doğruöz, E. (2020). Bilimsel araştırma desenleri. N. Cemaloğlu (Ed.), Bilimsel araştırma teknikleri ve etik içinde (ss. 65–102). Pegem Akademi.
Özdemir, E. ve Gür, H. (2011). Matematik kaygısı–endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 36(161), 39–50. http://eb.ted.org.tr/index.php/EB/article/viewFile/259/283
*Özer, S. (2015). ARCS motivasyon modeline göre geliştirilen etkileşimli e–kitapların öğrencilerin akademik başarıları, matematik kaygıları ve motivasyonlarına etkisi (Tez No. 396668) [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Pantino, F. O. ve Hondrade Pantino, J. (2021). Effects of creative writing activities on students’ mathematics anxiety. Journal of International Education, 3, 22-42. https://www.researchgate.net/publication/367281363
Parameswara, A. A., Utami, S. W. ve Eva, N. (2022). The effectiveness of cognitive restructuring techniques to reduce mathematics anxiety in high school students. Journal for the Mathematics Education and Teaching Practices, 3(1), 31-43. https://dergipark.org.tr/en/download/article–file/2490053
Petronzi, D., Hunt, T. E. ve Sheffield, D. (2021). Interventions to address mathematics anxiety: An overview and recommendations. In S. A. Kiray, & E. Tomevska–Ilievska (Eds.), Current studies in educational disciplines (pp. 169–194). ISRES Publishing.
*Pınar, S. (2007). Ölçüler' konusunun eğitim teknolojileri ve işbirlikli öğrenme yöntemleriyle öğrenilmesinin öğrencilerin matematik başarılarına etkisi (Tez No. 210295) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Purnomo, A. W. A. ve Loekmono, J. L. (2021). Online counselling: Application of cognitive behaviour therapy and music counselling to reduce math anxiety. KONSELI: Jurnal Bimbingan dan Konseling (E–Journal), 8(1), 115–126. https://doi.org/10.24042/kons.v8i1.7809
Rossnan, S. (2006). Overcoming math anxiety. Mathitudes, 1(1), 1-14. https://www.fau.edu/education/centersandprograms/mathitudes/documents/Math%20Anxiety%20Research%20Paper%202.pdf
Samuel, T. S., Buttet, S. ve Warner, J. (2022). “I Can Math, Too!”: Reducing math anxiety in STEM–related courses using a combined Mindfulness and Growth Mindset Approach (MAGMA) in the classroom. Community College Journal of Research and Practice, 1-14. https://doi.org/10.1080/10668926.2022.2050843
Sari, A., Octaria, D., Utari, R. S., Somakim, S., Hiltrimartin, C., Hartono, Y. ve Darmawijoyo, D. (2023). Infographic development through instagram to reduce mathematics anxiety and increase student learning outcomes. JTAM (Jurnal Teori dan Aplikasi Matematika), 7(2), 349-360. https://journal.ummat.ac.id/index.php/jtam/article/view/12512
Sawilowsky, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597-599. https://core.ac.uk/download/pdf/56683105.pdf
Schmid, C. H., White, L. R. ve Stijnen, T. (2021). Introduction to systematic review and meta–analysis. In C. H. Schmid, T. Stijnen, L. R. White (Eds.), Handbook of meta–analysis (pp. 1-17). CRC press.
Shakmaeva, A. (2022). Regulating math anxiety and improving math performance: A review of intervention research. Przegląd Badań Edukacyjnych (Educational Studies Review), 36(1), 237-259. http://dx.doi.org/10.12775/PBE.2022.011
Suryani, N. (2022). Psychology of learning in geometry course with augmented reality technology. Journal of Positive School Psychology, 6(3), 6460-6467. https://www.journalppw.com/index.php/jpsp/article/view/3833/2505
Şad, A. N., Kış, Demir, M. ve Özer, N. (2016). Meta–analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Eğitim ve Öğretim Dergisi, 6(3), 371-392, http://dx.doi.org/10.14527/pegegog.2016.019.
Şen, S. ve Yıldırım, İ. (2020). CMA ile meta–analiz uygulamaları. Anı yayıncılık.
Tashtoush, M. A., Alshunaq, M. M. ve Albarakat, A. A. (2020). The effect of using self–regulated learning learning strategy to reduce the level of mathematics anxiety among students of Al–Huson University College. Jordanian Educational Journal, 5(3), 306-329. http://jaesjo.com/index.php/jaes/article/view/166/162
Tol, H. Y. ve Çenberci, S. (2019). Senaryo tabanlı öğrenme yönteminin öğrencilerin matematik öz yeterlik algısı, tutum ve kaygılarına etkisi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(4) 149-159. https://doi.org/10.18506/anemon.523065
*Tuncer, M. ve Şimşek, M. (2019). Ortaokul beşinci sınıf matematik dersi bölme işlemi konusunda plickers uygulamasının matematik kaygısına ve matematik başarısına etkisi. Uluslararası Toplum Araştırmaları Dergisi, 13(19), 281-310. https://doi.org/10.26466/opus.578149
Türkan, A. ve Çetin, H. (2022). Effectiveness of augmented reality–based applications on liquid measurement theme in mathematics course: An experimental study. PsychoEducational Research Reviews, 11(2), 372-392. https://doi.org/10.52963/PERR_Biruni_V11.N2.23
*Tüzer Ünsal, G. ve Akay, C. (2020). Lise öğrencilerinin matematik başarısı, kaygısı ve öğretim teknolojilerine yönelik tutumları üzerine: Geogebra dinamik yazılımı. Kastamonu Eğitim Dergisi, 28(1), 234-252. https://doi.org/10.24106/kefdergi.3538
Ulum, H. ve Küçükdanacı, T. (2022). The relationship between mathematics anxiety and mathematics achievement: Meta analysis study. Research on Education and Psychology, 6(2), 193-206. https://doi.org/10.54535/rep.1206987
Unson, J. C. P. (2022). Dealing with mathematics anxiety in this time of COVID–19: A mixed–methods study. Journal of International Education, 4, 63-83. https://www.researchgate.net/publication/365276469_Dealing_with_Mathematics_Anxiety_in_this_Time_of_COVID–19_A_Mixed–Methods_Study
Uygun, N. (2021). İlkokul matematik öğretiminde etkili teknoloji kullanımı. İçinde M. Alkış Küçükaydın ve M. Sarıtepeci (Ed.), İlkokulda etkili teknoloji kullanımı öğrenci etkinliğine dayalı uygulama örnekleri (ss.109-130). Pegem Akademi.
Varghese, B. (2020). Certain strategies for reducing mathematical anxiety. International Journal of Exclusive Global Research, 5(6), 1–3. https://www.ijegr.com/wp–content/uploads/2020/12/Certain–Strategies–for–Reducing–Mathematical–Anxiety–1.pdf
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R. ve Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological Science, 26, 1863–1876. https://doi.org/10.1177/0956797615602471
Wibisono, A. L., Sa’adah, H., Wahyuningsih, D., Azizah, W. ve Fauzi, I. (2022). Analisis pemanfaatan teknik Cognitive Behavioral Therapy (CBT) terhadap kecemasan matematis siswa. MEGA: Jurnal Pendidikan Matematika, 3(2), 1-12. https://e–journal.unmuhkupang.ac.id/index.php/mega/article/view/678/491
*Yıldırım, A. (2017). ARCS motivasyon modeli ve öğretimin temel ilkeleri modeline göre matematik dersi için geliştirilen etkileşimli tahta materyallerinin öğrencilerin akademik başarılarına, motivasyonlarına ve matematik kaygılarına etkisi (Tez No. 466154) [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Yıldırım, N. (2019). Meta–analiz. İçinde H. Özmen ve O. Karamustafaoğlu (Eds.), Eğitimde araştırma yöntemleri (ss. 229-248). Pegem Akademi.
Yunitasari, F., Sintawati, M. ve Mastul, A. R. H. (2023). The application of contextual teaching and learning for increasing learning outcomes and reducing anxiety in elementary school mathematics. International Journal of Learning Reformation in Elementary Education, 2(2), 77–85. https://journal.iistr.org/index.php/IJLREE/article/view/283
Zanabazar, A., Deleg, A. ve Ravdan, M. (2023). A study of factors causing math anxiety among undergraduate students. International Journal of Innovative Research and Scientific Studies, 6(3), 578–585. https://doi.org/10.53894/ijirss.v6i3.1609
Zavareh, S. E. R. T., Bagheri, N. ve Sabet, M. (2022). Effectiveness of cooperative learning on math anxiety, academic motivation and academic buoyancy in high school students. Iranian Evolutionary and Educational Psychology Journal. 4(3), 410-421. http://dx.doi.org/10.52547/ieepj.4.3.410
Zengin, Y. (2017). Geogebra yazılımının matematik kaygısı ve matematik öğretme kaygısına etkisinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 14(1), 908-939. http://dx.doi.org/10.23891/efdyyu.2017.34
(Meta–analize dâhil edilen çalışmalar * ile gösterilmiştir.)

Year 2023, , 22 - 40, 31.05.2023

Feyyaz Öztop

https://doi.org/10.32433/eje.1068755

Cited By: 1

Abstract

References

Aliyu, S., Idris, A., Gurkuma, A. L., Saidu, D. V. ve Amako, T. G. (2023). Effects of cognitive restructuring and systematic desensitization techniques on students’ mathematics anxiety in senior secondary schools in Gombe Metropolis, Gombe State. Ilorin Journal of Education, 43(2), 1-13. https://ije.unilorinedu.sch.ng/index.php/ije/article/view/85
Alkan, V. (2010). Matematikten nefret ediyorum!. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28, 189-199. https://dergipark.org.tr/en/download/article–file/114624
Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107. https://dergipark.org.tr/en/download/article–file/114598
Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools. International Journal of Social Sciences and Education, 3(3), 795-807. https://files.eric.ed.gov/fulltext/ED598328.pdf
Amirnudin, M. T. M. ve Saleh, S. (2020). Effectiveness of strategy Disney NLP in reducing math anxiety of students in Perak Matriculation College. Journal of Educational Research and Indigenous Studies, 2(1), 1–13. https://www.researchgate.net/profile/Tahar–Amirnudin/publication/354156663
*Arslan, A. (2008). Web destekli öğretimin ve öğretimsel materyal kullanımının öğrencilerin matematik kaygısına, tutumuna ve başarısına etkisi (Tez No. 226387) [Doktora tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Asanjarani, F. ve Zarebahramabadi, M. (2021). Evaluating the effectiveness of cognitive–behavioral therapy on math self–concept and math anxiety of elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 223-229. https://doi.org/10.1080/1045988X.2021.1888685
Ashcraft, M. H. ve Guillaume, M. M. (2009). Mathematical cognition and the problem size effect. In B. H. Ross (Ed.), Psychology of learning and motivation (pp. 121-151). Academic Press.
Atalay, Z., Aydın, U., Taylan, R. D., Bulgan, G. ve Özgülük, S. B. (Temmuz, 2017). Bilinçli–farkındalık (mindfulness) temelli psiko–eğitim programının öğrencilerin matematik kaygısı, tutumları ve öz yeterlikleri üzerindeki etkisi. TÜBİTAK SOBAG Proje: 2017. Proje No: 115K450 https://openaccess.mef.edu.tr/xmlui/bitstream/handle/20.500.11779/1271/document%20%281%29.pdf?sequence=1&isAllowed=y
Atoyebi, O. M. ve Atoyebi, S. B. (2022a). Do technology–based approaches reduce mathematics anxiety? A Systematic literature. International Journal of Research and Innovation in Social Science (IJRISS), 6(10), 502-509. https://www.rsisinternational.org/journals/ijriss/Digital–Library/volume–6–issue–10/502–509.pdf
Atoyebi, O. M. ve Atoyebi, S. B. (2022b). The causes of anxiety in mathematics among private secondary school students: A case study of students in Egbedore Local Government, Osun State, Nigeria. Adeleke University Journal of Science, 1(2), 267-280. http://aujs.adelekeuniversity.edu.ng/index.php/aujs/article/view/44
Azizan, F. L., Rahim, N. F., Siaw, E. S., Ghani, K. A. ve Sathasivam, S. (2022). Innovative classroom strategy: Impact on students’ mathematics motivation, anxiety and achievement in pre–university studies. International Journal of Information and Education Technology, 12(2), 165-170. https://www.doi.org/10.18178/ijiet.2022.12.2.1600
Balt, M., Börnert Ringleb, M. ve Orbach, L. (2022). Reducing math anxiety in school children: A systematic review of intervention research. Frontiers in Education, 7(798516), 1-15. https://doi.org/10.3389/feduc.2022.798516
Baloğlu, M. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 59-76. https://docplayer.biz.tr/40958419–Matematik–korkusunu–yenmek.html
*Barçın, H. (2019). Matematik dersi dönüşüm geometrisi konusunun GeoGebra yazılımı ile anlatımının öğrencilerin matematik başarısına, kaygısına ve tutumuna etkisi (Tez No. 553159) [Yüksek lisans tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A. ve Daucourt, M. C. (2021). A meta–analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. https://doi.org/10.1037/bul0000307
Bayraktar, Ş. (2020). Eğitimde meta–analiz çalışmaları. İçinde B. Oral ve A. Çoban (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri (ss. 357–378). Pegem Akademi.
Bayırlı, H., Geçici, M. E. ve Erdem, C. (2021). Matematik kaygısı ile matematik başarısı arasındaki ilişki: Bir meta–analiz çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (53), 87-109. https://doi.org/10.9779/pauefd.783083
Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan eğitim fakültesi örneği). Erzincan Eğitim Fakültesi Dergisi, 9(2), 131-144. https://dergipark.org.tr/en/download/article–file/67809
Bekdemir, M., Işık, A. ve Çıkıcı, Y. (2004). Matematik kaygısını oluşturan ve arttıran öğretmen davranışları ve çözüm yolları. Eurasian Journal of Educational Research, (16), 88-94. https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=6175af31–f68f–455e–9cff–08f4aeb9eecd%40redis
Bicer, A., Perihan, C. ve Lee, Y. (2020). A meta–analysis: The effects of CBT as a clinic– & school–based treatment on students’ mathematics anxiety. International Electronic Journal of Mathematics Education, 15(2), 1-14. https://doi.org/10.29333/iejme/7598
Bouzid, T., Kaddari, F., Darhmaoui, H. ve Bouzid, E. G. (2021). Enhancing math–class experience throughout digital game–based learning, the case of Moroccan Elementary Public Schools. International Journal of Modern Education & Computer Science, 13(5), 1-13. https://doi.org/10.5815/ijmecs.2021.05.01
Borenstein, M. (2009). Effect sizes for continuous data. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta–analysis (pp. 221-235). Russell Sage Foundation.
Blazer, C. (2011). Strategies for reducing math anxiety. Information Capsule research service, 1102, 1-8. https://files.eric.ed.gov/fulltext/ED536509.pdf
Blyth, J. (2022). Math anxiety: Finding solutions to a multifaceted problem. BU Journal of Graduate Studies in Education, 14(3), 19–23. https://files.eric.ed.gov/fulltext/EJ1350849.pdf
Brewster, B. J. ve Miller, T. (2022). Expressive writing interventions for pre–service teachers’ mathematics anxiety. International Electronic Journal of Mathematics Education, 17(4), 1-13. https://doi.org/10.29333/iejme/12298
Brewster, B. J. ve Miller, T. (2023). Reflections on mathematics ability, anxiety, and interventions. International Electronic Journal of Mathematics Education, 18(2), 1-6. https://doi.org/10.29333/iejme/12822
Carter, C. ve Yackel, E. (2017). Math anxiety in the science classroom. The Hoosier Science Teacher, 40(1), 27–32. https://scholarworks.iu.edu/journals/index.php/thst/issue/view/1519
*Cengiz, N. (2017). Teknoloji destekli matematik öğretiminin öğrencilerin matematik başarısına ve matematik kaygısına etkisi (Tez No. 488652) [Yüksek lisans tezi, Gaziantep Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Chamdani, M., Yusuf, F. A., Salimi, M. ve Fajari, L. E. W. (2022). Meta–analysis study: The relationship between reflective thinking and learning achievement. Journal on Efficiency and Responsibility in Education and Science, 15(3), 181–188. http://dx.doi.org/10.7160/eriesj.2022.150305
Commodari, E. ve La Rosa, V. L. (2021). General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills. Acta psychologica, 220(103413), 1–7. https://doi.org/10.1016/j.actpsy.2021.103413
*Çoruk, H. (2015). Çoklu ortam kullanımının ilkokul öğrencilerinin akademik başarılarına ve kaygılarına etkisi (Tez No. 454781) [Yüksek lisans tezi, Amasya Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Dağyar, M. (2021). Meta–analiz desen. İçinde A. Uzunöz (Ed.), Bilimsel araştırma becerileri ve araştırmada güncel desenler (ss. 165–180). Pegem Akademi.
Demir, S. ve Durmaz, M. (2018). İlköğretim matematik öğretmenlerinin matematik kaygısı hakkındaki görüşleri ve müdahale yöntemleri. Academia Eğitim Araştırmaları Dergisi, 3(1), 17-27. https://dergipark.org.tr/en/download/article–file/477751
Deshwal, H. K., Gupta, M. ve Chaturvedi, S. (2022). Positive self talk and counselling to overcum mathematics anxiety among secondary school students. Journal of Pharmaceutical Negative Results, 13(6), 1559–1567. https://www.doi.org/10.47750/pnr.2022.13.S06.207
Dinçer, S. (2021). Eğitim bilimlerinde uygulamalı meta–analiz (3. basım). Pegem Akademi.
Dondio, P., Gusev, V. ve Rocha, M. (2023). Do games reduce maths anxiety? A meta–analysis. Computers & Education, 194. https://doi.org/10.1016/j.compedu.2022.104650
Dos Santos Carmo, J. ve Crescenti, E. P. (2022). Mathematics anxiety and successful reversal strategies: A Brazilian experience. In L. R. V. Gonzaga, L. L. Dellazzana–Zanon ve A. M. B. da Silva (Eds.), Handbook of stress and academic anxiety: Psychological processes and interventions with students and teachers (pp. 115–126). Springer International Publishing. https://www.doi.org/10.1007/978–3–031–12737–3_8
Dowdy, A., Hantula, D. A., Travers, J. C. ve Tincani, M. (2022). Meta–analytic methods to detect publication bias in behavior science research. Perspectives on behavior science, 45(1), 37-52. https://doi.org/10.1007/s40614–021–00303–0
*Ekici, F. (2008). Akıllı tahta kullanımının ilköğretim öğrencilerinin matematik başarılarına etkisi (Tez No. 226423) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
*Erginbaş, Ş. (2009). Teknoloji destekli matematik öğretiminin sınıf yönetiminin öğrenci özellikleri açısından etkililiği (Tez No. 237315) [Yüksek lisans tezi, Süleyman Demirel Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Erkuş, A. (2021). Davranış bilimleri için bilimsel araştırma süreci (7. basım). Seçkin yayıncılık.
Eray, F. (2022). Ortaokul 8. sınıf öğrencileri üzerinde yürütülen oyunlaştırma tabanlı etkinliklerin öğrencilerin motivasyon, öz yeterlik ve matematik kaygılarına etkisi (Tez No. 732592) [Yüksek lisans tezi, Aydın Adnan Menderes Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Eser, M. T., Yurtçu, M. ve Aksu, G. (2020). R programlama dili ve jamovi ile meta analiz uygulamaları. Pegem Akademi.
Fehintola, J. O. (2021). Relaxation and cognitive restructuring therapies in the reduction of mathematics anxietyamong junior secondary school students in Ibadan Land, Nigeria. African Journal For The Psychological Studies Of Social Issues, 24(3), 48–60. http://ajpssi.org/index.php/ajpssi/article/view/500
Fitriyah, A. L., Putri, A. F. S., Putra, M. I. S., Rofiki, I. ve Abdullah, A. H. (2022). Pengaruh peer tutoring pada kecemasan matematika siswa sekolah menengah pertama. Jurnal Kajian Pembelajaran Matematika, 6(2), 125–134. http://journal2.um.ac.id/index.php/jkpm/article/view/29966/10436
Furner, J. M. ve Duffy, M. L. (2022). Addressing math anxiety in a STEM world: Preventative, supportive, and corrective strategies for the inclusive classroom. European Journal of STEM Education, 7(1), 1-10. https://doi.org/10.20897/ejsteme/12645
Furner, J. M. ve Gonzalez De Hass, A. (2011). How do students’ mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, Science & Technology Education, 7(4), 227-242. https://www.ejmste.com/download/how–do–students–mastery–andperformance–goals–relate–to–mathanxiety–4222.pdf
Gabriel, F. (2022). Maths anxiety–and how to overcome it. Significance, 19(1), 34-35. https://doi.org/10.1111/1740–9713.01612
Gholamitooranposhti, M. ve Rahnamayezabijari, B. (2022). Meta–analysis of the effectiveness of educational and therapeutic interventions on mathematical anxiety. Research in School and Virtual Learning, 10(1), 35-46. https://doi.org/10.30473/etl.2022.60730.3613
*Güzeller, C. O. ve Akın, A. (2012). The effect of web–based mathematics instruction on mathematics achievement, attitudes, anxiety and self–efficacy of 6th grade student. International Journal of academic research in progressive education and development, 1(2), 42-54. https://www.researchgate.net/publication/288928296
Hanifah, N., Afidah, L. N., Soraya, A. I. ve Ardiansyah, A. S. (2023). Study literature of ICT toward mathematics anxiety for students. PRISMA, Prosiding Seminar Nasional Matematika. 6, 120-125. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/66500
Hardy, M. (2020). Interventions and supports to ameliorate math anxiety in k–12 schools: a meta–analysis of experimental group design research (Tez No. 28353639) [Master’s thesis, Brigham Young University]. ProQuest Dissertations and Theses Global.
Harrer, M., Cuijpers, P., Furukawa, T. A. ve Ebert, D. D. (2022). Doing Meta–analysis with R a hands–on guide. CRC Press.
Hayes, S. L. (2016). A synthesis of the methods to reduce mathematics anxiety in pre–service elementary school teachers through a meta–analysis (Tez No. 10183481) [Doctoral dissertation, St. John's University]. ProQuest Dissertations and Theses Global.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
Hidayat, A. ve Asmalah, L. (2022). Augmented reality pada smartphone untuk meningkatkan motivasi belajar dan mengurangi kecemasan matematika. Finland International Scientific Journal of Education, Social Science & Humanities, 10(10), 26–34. https://doi.org/10.5281/zenodo.7043045
Higgins, C. M., Furner, J. M. ve Gerencser, T. (2020). Using bibliotherapy and personal reflection as tools for reducing math anxiety. The Journal of Teacher Action Research, 6(2), 54-69. http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/volume_6_issue_2_2020.pdf#page=54
Horne, D. (2022). School leadership’s role in the disruption of math anxiety. International Journal for Leadership in Learning, 22(1), 48-72. https://doi.org/10.29173/ijll4
Hussein, Y. F. ve Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2). https://doi.org/10.29333/ejmste/12938
Ilahi, K. A., Sudiana, R. ve Nindiasari, H. (2022). Pengembangan media pembelajaran interaktif berbasis Wordwall untuk mengurangi kecemasan matematika. Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika, 3(4), 304-312. https://jurnal.untirta.ac.id/index.php/wilangan/article/viewFile/14303/9827
Ismail, N., Garba, A., Osman, S., Ibrahim, N. H. ve Bunyamin, M. A. H. (2022). Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria. International Journal of Evaluation and Research in Education, 11(1), 161-171. http://doi.org/10.11591/ijere.v11i1.22189
Julya, D. ve Nur, I. R. D. (2022). Studi literatur mengenai kecemasan matematis terhadap pembelajaran matematika. Jurnal Didactical Mathematics, 4(1), 181-190. https://doi.org/10.31949/dm.v4i1.2006
Kamour, M. ve Altakhayneh, B. H. (2021). Impact of a counseling program based on social emotional learning toward reducing math anxiety in middle school students: Impact of a counseling program. International Journal of Curriculum and Instruction, 13(3), 2026-2038. http://ijci.wcci–international.org/index.php/IJCI/article/view/654/348
Kanadlı, S. (2021a). Sosyal bilimlerde R ile meta–analiz ve meta–analitik yapısal eşitlik modellemesi. Pegem Akademi.
Kanadlı, S. (2021b). Sosyal bilimlerde teoriden uygulamaya araştırma sentezi nicel, nitel ve karma yöntemler (4. basım). Pegem Akademi.
Karakaş, M. ve Ezentaş, R. (2020). Tess–India açık eğitim kaynaklarından faydalanılarak oluşturulan etkinliklerin cebir öğretimine ve öğrencilerin matematik kaygısına etkisi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 5(2), 55–73. https://dergipark.org.tr/en/download/article–file/1182740
Katipoğlu, M., Eken, Z. ve Körbay, M. (2017). Matematik öğretiminde eğlence ve mizah içeren karikatürlerin kullanılmasının öğrencilerin matematik başarısına ve matematik kaygısına etkisi. International Journal of Education, Science and Technology, 3(1), 32-45. https://dergipark.org.tr/en/download/article–file/300246
Keskin, M. (2019). Ortaokul öğrencilerinin matematik kaygı düzeylerini azaltmak için gerçek sınıf ve okul ortamında bir uygulama (Tez No. 577832) [Yüksek lisans tezi, Erzincan Binali Yıldırım Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Kharis, S. A. A., Mahin, N., Lubis, H., Zili, A. H. A. ve Robiansyah, A. (2023). Kecemasan matematika dan permasalahannya dalam pembelajaran jarak jauh. EDUKATIF: JURNAL ILMU PENDIDIKAN, 5(1), 508-518. https://www.edukatif.org/index.php/edukatif/article/view/4735
*Korucu, S. (2009). Çokgenler konusunda karikatür ve bilgisayar destekli öğretim yöntemlerinin karşılaştırılması (Tez No. 250860) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Li, H., Zhang, A., Zhang, M., Huang, B., Zhao, X. Gao, J. ve Si, J. (2021a). Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. Contemporary Educational Psychology, 66 (101984), 1-9. https://doi.org/10.1016/j.cedpsych.2021.101984
Li, Q., Cho, H., Cosso, J. ve Maeda, Y. (2021b). Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta–analysis. Educational Psychology Review, 33, 1017-1049. https://doi.org/10.1007/s10648–020–09589–z
Lubis, A. H., Dasopang, M. D., Ramadhini, F. ve Dalimunthe, E. M. (2022). Augmented reality pictorial storybook: How does it influence on elementary school mathematics anxiety?. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 12(1), 41–53. http://doi.org/10.25273/pe.v12i1.12393
Luby, K. E. (2022). Strategies for teachers that reduce anxiety and promote productive struggle for students in secondary mathematics classes (Tez No. 29256998) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global.
Luneta, K. ve Sunzuma, G. (2023). Instructional interventions to address mathematics anxiety in Sub–Saharan Africa: A systematic review (1980–2020). Africa Education Review, 19(1), 103-119. https://doi.org/10.1080/18146627.2023.2201660
Luttenberger, S., Wimmer, S. ve Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://dx.doi.org/10.2147%2FPRBM.S141421
Ma, X. (1999). A meta–analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540. https://www.jstor.org/stable/749772?seq=1#metadata_info_tab_contents
Macun, Y. ve Işık, C. (2022). Effect of problem–based STEM activities on 7th grade students' mathematics achievements, attitudes, anxiety, self–efficacy and views. International Journal of Contemporary Educational Research, 9(1), 87-102. https://doi.org/10.33200/ijcer.1008456
Maisey, J., Thoma, G., Moeller, K., Kiili, K. ve Ninaus, M. (2022). Effects of a game–based fraction estimation task on math anxiety. In K. Kiili, K. Antti, F. de Rosa, M. Dindar, M. Kickmeier Rust, & F. Bellotti (Eds.), Games and learning alliance: 11th International Conference, GALA 2022, Tampere, Finland, November 30–December 2, 2022, Proceedings (pp. 137–146). Springer International Publishing.
Mamolo, L. A. ve Sugano, S. G. C. (2023). Digital interactive app and students’ mathematics self–efficacy, anxiety, and achievement in the “new normal”. E–Learning and Digital Media. https://doi.org/10.1177/20427530231167646
McKenna, L., Johnston, J., Cross, R., Austerberry, J., Mathew, T. ve McKenzie, G. (2022). Mathematics anxiety and associated interventions in nursing: A scoping review. Nurse Education Today, 112(2022), 1–9. https://doi.org/10.1016/j.nedt.2022.105335
Medema, M. (2022). Reducing math anxiety in elementary students [Unpublished masters thesis], City University of Seattle. https://repository.cityu.edu/bitstream/handle/20.500.11803/1844/MarleyMedemaCapstone.pdf?sequence=3&isAllowed=y
Milena, P. C., Nugraheni, P. ve Yuzianah, D. (2022). Analisis faktor penyebab kecemasan belajar matematika pada siswa sma ditinjau dari hasil belajar. PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika, 11(2), 133–140. https://doi.org/10.33373/pythagoras.v11i2.4023
Moustafa, A. A., Al–Emadi, A. A. ve Megreya, A. M. (2021). The need to develop an individualized intervention for mathematics anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.723289
Namkung, J. M., Peng, P. ve Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school–aged students: a meta–analysis. Review of Educational Research, 89(3), 459-496. https://doi.org/10.3102/0034654319843494
Niyaie, S., Imanzadeh, A. ve Vahedi, S. (2021). The effectiveness of flipped teaching on math anxiety and math performance in 5th grade students. Technology of Education Journal (TEJ), 15(3), 419-428. https://doi.org/10.22061/tej.2020.5908.2303
Olaoluwa, S. A. (2021). Applying cognitive therapy for depression and anxiety in mathematics education for students’ sustainable performance. Creative Education, 12(6), 1407–1418. https://doi.org/10.4236/ce.2021.126107
Olkun, S. ve Toluk Uçar, Z. (2014). İlköğretimde etkinlik temelli matematik öğretimi (6. basım). Eğiten Kitap
Orwin, R. ve Vevea, J. L. (2009). Evaluating coding decisions. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta–analysis (pp. 177–203). Russell Sage Foundation.
Özdemir, M. ve Doğruöz, E. (2020). Bilimsel araştırma desenleri. N. Cemaloğlu (Ed.), Bilimsel araştırma teknikleri ve etik içinde (ss. 65–102). Pegem Akademi.
Özdemir, E. ve Gür, H. (2011). Matematik kaygısı–endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 36(161), 39–50. http://eb.ted.org.tr/index.php/EB/article/viewFile/259/283
*Özer, S. (2015). ARCS motivasyon modeline göre geliştirilen etkileşimli e–kitapların öğrencilerin akademik başarıları, matematik kaygıları ve motivasyonlarına etkisi (Tez No. 396668) [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Pantino, F. O. ve Hondrade Pantino, J. (2021). Effects of creative writing activities on students’ mathematics anxiety. Journal of International Education, 3, 22-42. https://www.researchgate.net/publication/367281363
Parameswara, A. A., Utami, S. W. ve Eva, N. (2022). The effectiveness of cognitive restructuring techniques to reduce mathematics anxiety in high school students. Journal for the Mathematics Education and Teaching Practices, 3(1), 31-43. https://dergipark.org.tr/en/download/article–file/2490053
Petronzi, D., Hunt, T. E. ve Sheffield, D. (2021). Interventions to address mathematics anxiety: An overview and recommendations. In S. A. Kiray, & E. Tomevska–Ilievska (Eds.), Current studies in educational disciplines (pp. 169–194). ISRES Publishing.
*Pınar, S. (2007). Ölçüler' konusunun eğitim teknolojileri ve işbirlikli öğrenme yöntemleriyle öğrenilmesinin öğrencilerin matematik başarılarına etkisi (Tez No. 210295) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Purnomo, A. W. A. ve Loekmono, J. L. (2021). Online counselling: Application of cognitive behaviour therapy and music counselling to reduce math anxiety. KONSELI: Jurnal Bimbingan dan Konseling (E–Journal), 8(1), 115–126. https://doi.org/10.24042/kons.v8i1.7809
Rossnan, S. (2006). Overcoming math anxiety. Mathitudes, 1(1), 1-14. https://www.fau.edu/education/centersandprograms/mathitudes/documents/Math%20Anxiety%20Research%20Paper%202.pdf
Samuel, T. S., Buttet, S. ve Warner, J. (2022). “I Can Math, Too!”: Reducing math anxiety in STEM–related courses using a combined Mindfulness and Growth Mindset Approach (MAGMA) in the classroom. Community College Journal of Research and Practice, 1-14. https://doi.org/10.1080/10668926.2022.2050843
Sari, A., Octaria, D., Utari, R. S., Somakim, S., Hiltrimartin, C., Hartono, Y. ve Darmawijoyo, D. (2023). Infographic development through instagram to reduce mathematics anxiety and increase student learning outcomes. JTAM (Jurnal Teori dan Aplikasi Matematika), 7(2), 349-360. https://journal.ummat.ac.id/index.php/jtam/article/view/12512
Sawilowsky, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597-599. https://core.ac.uk/download/pdf/56683105.pdf
Schmid, C. H., White, L. R. ve Stijnen, T. (2021). Introduction to systematic review and meta–analysis. In C. H. Schmid, T. Stijnen, L. R. White (Eds.), Handbook of meta–analysis (pp. 1-17). CRC press.
Shakmaeva, A. (2022). Regulating math anxiety and improving math performance: A review of intervention research. Przegląd Badań Edukacyjnych (Educational Studies Review), 36(1), 237-259. http://dx.doi.org/10.12775/PBE.2022.011
Suryani, N. (2022). Psychology of learning in geometry course with augmented reality technology. Journal of Positive School Psychology, 6(3), 6460-6467. https://www.journalppw.com/index.php/jpsp/article/view/3833/2505
Şad, A. N., Kış, Demir, M. ve Özer, N. (2016). Meta–analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Eğitim ve Öğretim Dergisi, 6(3), 371-392, http://dx.doi.org/10.14527/pegegog.2016.019.
Şen, S. ve Yıldırım, İ. (2020). CMA ile meta–analiz uygulamaları. Anı yayıncılık.
Tashtoush, M. A., Alshunaq, M. M. ve Albarakat, A. A. (2020). The effect of using self–regulated learning learning strategy to reduce the level of mathematics anxiety among students of Al–Huson University College. Jordanian Educational Journal, 5(3), 306-329. http://jaesjo.com/index.php/jaes/article/view/166/162
Tol, H. Y. ve Çenberci, S. (2019). Senaryo tabanlı öğrenme yönteminin öğrencilerin matematik öz yeterlik algısı, tutum ve kaygılarına etkisi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(4) 149-159. https://doi.org/10.18506/anemon.523065
*Tuncer, M. ve Şimşek, M. (2019). Ortaokul beşinci sınıf matematik dersi bölme işlemi konusunda plickers uygulamasının matematik kaygısına ve matematik başarısına etkisi. Uluslararası Toplum Araştırmaları Dergisi, 13(19), 281-310. https://doi.org/10.26466/opus.578149
Türkan, A. ve Çetin, H. (2022). Effectiveness of augmented reality–based applications on liquid measurement theme in mathematics course: An experimental study. PsychoEducational Research Reviews, 11(2), 372-392. https://doi.org/10.52963/PERR_Biruni_V11.N2.23
*Tüzer Ünsal, G. ve Akay, C. (2020). Lise öğrencilerinin matematik başarısı, kaygısı ve öğretim teknolojilerine yönelik tutumları üzerine: Geogebra dinamik yazılımı. Kastamonu Eğitim Dergisi, 28(1), 234-252. https://doi.org/10.24106/kefdergi.3538
Ulum, H. ve Küçükdanacı, T. (2022). The relationship between mathematics anxiety and mathematics achievement: Meta analysis study. Research on Education and Psychology, 6(2), 193-206. https://doi.org/10.54535/rep.1206987
Unson, J. C. P. (2022). Dealing with mathematics anxiety in this time of COVID–19: A mixed–methods study. Journal of International Education, 4, 63-83. https://www.researchgate.net/publication/365276469_Dealing_with_Mathematics_Anxiety_in_this_Time_of_COVID–19_A_Mixed–Methods_Study
Uygun, N. (2021). İlkokul matematik öğretiminde etkili teknoloji kullanımı. İçinde M. Alkış Küçükaydın ve M. Sarıtepeci (Ed.), İlkokulda etkili teknoloji kullanımı öğrenci etkinliğine dayalı uygulama örnekleri (ss.109-130). Pegem Akademi.
Varghese, B. (2020). Certain strategies for reducing mathematical anxiety. International Journal of Exclusive Global Research, 5(6), 1–3. https://www.ijegr.com/wp–content/uploads/2020/12/Certain–Strategies–for–Reducing–Mathematical–Anxiety–1.pdf
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R. ve Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological Science, 26, 1863–1876. https://doi.org/10.1177/0956797615602471
Wibisono, A. L., Sa’adah, H., Wahyuningsih, D., Azizah, W. ve Fauzi, I. (2022). Analisis pemanfaatan teknik Cognitive Behavioral Therapy (CBT) terhadap kecemasan matematis siswa. MEGA: Jurnal Pendidikan Matematika, 3(2), 1-12. https://e–journal.unmuhkupang.ac.id/index.php/mega/article/view/678/491
*Yıldırım, A. (2017). ARCS motivasyon modeli ve öğretimin temel ilkeleri modeline göre matematik dersi için geliştirilen etkileşimli tahta materyallerinin öğrencilerin akademik başarılarına, motivasyonlarına ve matematik kaygılarına etkisi (Tez No. 466154) [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Yıldırım, N. (2019). Meta–analiz. İçinde H. Özmen ve O. Karamustafaoğlu (Eds.), Eğitimde araştırma yöntemleri (ss. 229-248). Pegem Akademi.
Yunitasari, F., Sintawati, M. ve Mastul, A. R. H. (2023). The application of contextual teaching and learning for increasing learning outcomes and reducing anxiety in elementary school mathematics. International Journal of Learning Reformation in Elementary Education, 2(2), 77–85. https://journal.iistr.org/index.php/IJLREE/article/view/283
Zanabazar, A., Deleg, A. ve Ravdan, M. (2023). A study of factors causing math anxiety among undergraduate students. International Journal of Innovative Research and Scientific Studies, 6(3), 578–585. https://doi.org/10.53894/ijirss.v6i3.1609
Zavareh, S. E. R. T., Bagheri, N. ve Sabet, M. (2022). Effectiveness of cooperative learning on math anxiety, academic motivation and academic buoyancy in high school students. Iranian Evolutionary and Educational Psychology Journal. 4(3), 410-421. http://dx.doi.org/10.52547/ieepj.4.3.410
Zengin, Y. (2017). Geogebra yazılımının matematik kaygısı ve matematik öğretme kaygısına etkisinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 14(1), 908-939. http://dx.doi.org/10.23891/efdyyu.2017.34
(Meta–analize dâhil edilen çalışmalar * ile gösterilmiştir.)

Year 2023, , 22 - 40, 31.05.2023

Feyyaz Öztop

https://doi.org/10.32433/eje.1068755

Cited By: 1

Abstract

Keywords

Matematik kaygısının azaltılması, matematik öğretimi, dijital teknoloji, meta-analiz, tedavi

References

Aliyu, S., Idris, A., Gurkuma, A. L., Saidu, D. V. ve Amako, T. G. (2023). Effects of cognitive restructuring and systematic desensitization techniques on students’ mathematics anxiety in senior secondary schools in Gombe Metropolis, Gombe State. Ilorin Journal of Education, 43(2), 1-13. https://ije.unilorinedu.sch.ng/index.php/ije/article/view/85
Alkan, V. (2010). Matematikten nefret ediyorum!. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 28, 189-199. https://dergipark.org.tr/en/download/article–file/114624
Alkan, V. (2011). Etkili matematik öğretiminin gerçekleştirilmesindeki engellerden biri: Kaygı ve nedenleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 29, 89-107. https://dergipark.org.tr/en/download/article–file/114598
Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools. International Journal of Social Sciences and Education, 3(3), 795-807. https://files.eric.ed.gov/fulltext/ED598328.pdf
Amirnudin, M. T. M. ve Saleh, S. (2020). Effectiveness of strategy Disney NLP in reducing math anxiety of students in Perak Matriculation College. Journal of Educational Research and Indigenous Studies, 2(1), 1–13. https://www.researchgate.net/profile/Tahar–Amirnudin/publication/354156663
*Arslan, A. (2008). Web destekli öğretimin ve öğretimsel materyal kullanımının öğrencilerin matematik kaygısına, tutumuna ve başarısına etkisi (Tez No. 226387) [Doktora tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Asanjarani, F. ve Zarebahramabadi, M. (2021). Evaluating the effectiveness of cognitive–behavioral therapy on math self–concept and math anxiety of elementary school students. Preventing School Failure: Alternative Education for Children and Youth, 65(3), 223-229. https://doi.org/10.1080/1045988X.2021.1888685
Ashcraft, M. H. ve Guillaume, M. M. (2009). Mathematical cognition and the problem size effect. In B. H. Ross (Ed.), Psychology of learning and motivation (pp. 121-151). Academic Press.
Atalay, Z., Aydın, U., Taylan, R. D., Bulgan, G. ve Özgülük, S. B. (Temmuz, 2017). Bilinçli–farkındalık (mindfulness) temelli psiko–eğitim programının öğrencilerin matematik kaygısı, tutumları ve öz yeterlikleri üzerindeki etkisi. TÜBİTAK SOBAG Proje: 2017. Proje No: 115K450 https://openaccess.mef.edu.tr/xmlui/bitstream/handle/20.500.11779/1271/document%20%281%29.pdf?sequence=1&isAllowed=y
Atoyebi, O. M. ve Atoyebi, S. B. (2022a). Do technology–based approaches reduce mathematics anxiety? A Systematic literature. International Journal of Research and Innovation in Social Science (IJRISS), 6(10), 502-509. https://www.rsisinternational.org/journals/ijriss/Digital–Library/volume–6–issue–10/502–509.pdf
Atoyebi, O. M. ve Atoyebi, S. B. (2022b). The causes of anxiety in mathematics among private secondary school students: A case study of students in Egbedore Local Government, Osun State, Nigeria. Adeleke University Journal of Science, 1(2), 267-280. http://aujs.adelekeuniversity.edu.ng/index.php/aujs/article/view/44
Azizan, F. L., Rahim, N. F., Siaw, E. S., Ghani, K. A. ve Sathasivam, S. (2022). Innovative classroom strategy: Impact on students’ mathematics motivation, anxiety and achievement in pre–university studies. International Journal of Information and Education Technology, 12(2), 165-170. https://www.doi.org/10.18178/ijiet.2022.12.2.1600
Balt, M., Börnert Ringleb, M. ve Orbach, L. (2022). Reducing math anxiety in school children: A systematic review of intervention research. Frontiers in Education, 7(798516), 1-15. https://doi.org/10.3389/feduc.2022.798516
Baloğlu, M. (2001). Matematik korkusunu yenmek. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 59-76. https://docplayer.biz.tr/40958419–Matematik–korkusunu–yenmek.html
*Barçın, H. (2019). Matematik dersi dönüşüm geometrisi konusunun GeoGebra yazılımı ile anlatımının öğrencilerin matematik başarısına, kaygısına ve tutumuna etkisi (Tez No. 553159) [Yüksek lisans tezi, Necmettin Erbakan Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A. ve Daucourt, M. C. (2021). A meta–analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. https://doi.org/10.1037/bul0000307
Bayraktar, Ş. (2020). Eğitimde meta–analiz çalışmaları. İçinde B. Oral ve A. Çoban (Eds.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri (ss. 357–378). Pegem Akademi.
Bayırlı, H., Geçici, M. E. ve Erdem, C. (2021). Matematik kaygısı ile matematik başarısı arasındaki ilişki: Bir meta–analiz çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, (53), 87-109. https://doi.org/10.9779/pauefd.783083
Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan eğitim fakültesi örneği). Erzincan Eğitim Fakültesi Dergisi, 9(2), 131-144. https://dergipark.org.tr/en/download/article–file/67809
Bekdemir, M., Işık, A. ve Çıkıcı, Y. (2004). Matematik kaygısını oluşturan ve arttıran öğretmen davranışları ve çözüm yolları. Eurasian Journal of Educational Research, (16), 88-94. https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=6175af31–f68f–455e–9cff–08f4aeb9eecd%40redis
Bicer, A., Perihan, C. ve Lee, Y. (2020). A meta–analysis: The effects of CBT as a clinic– & school–based treatment on students’ mathematics anxiety. International Electronic Journal of Mathematics Education, 15(2), 1-14. https://doi.org/10.29333/iejme/7598
Bouzid, T., Kaddari, F., Darhmaoui, H. ve Bouzid, E. G. (2021). Enhancing math–class experience throughout digital game–based learning, the case of Moroccan Elementary Public Schools. International Journal of Modern Education & Computer Science, 13(5), 1-13. https://doi.org/10.5815/ijmecs.2021.05.01
Borenstein, M. (2009). Effect sizes for continuous data. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta–analysis (pp. 221-235). Russell Sage Foundation.
Blazer, C. (2011). Strategies for reducing math anxiety. Information Capsule research service, 1102, 1-8. https://files.eric.ed.gov/fulltext/ED536509.pdf
Blyth, J. (2022). Math anxiety: Finding solutions to a multifaceted problem. BU Journal of Graduate Studies in Education, 14(3), 19–23. https://files.eric.ed.gov/fulltext/EJ1350849.pdf
Brewster, B. J. ve Miller, T. (2022). Expressive writing interventions for pre–service teachers’ mathematics anxiety. International Electronic Journal of Mathematics Education, 17(4), 1-13. https://doi.org/10.29333/iejme/12298
Brewster, B. J. ve Miller, T. (2023). Reflections on mathematics ability, anxiety, and interventions. International Electronic Journal of Mathematics Education, 18(2), 1-6. https://doi.org/10.29333/iejme/12822
Carter, C. ve Yackel, E. (2017). Math anxiety in the science classroom. The Hoosier Science Teacher, 40(1), 27–32. https://scholarworks.iu.edu/journals/index.php/thst/issue/view/1519
*Cengiz, N. (2017). Teknoloji destekli matematik öğretiminin öğrencilerin matematik başarısına ve matematik kaygısına etkisi (Tez No. 488652) [Yüksek lisans tezi, Gaziantep Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Chamdani, M., Yusuf, F. A., Salimi, M. ve Fajari, L. E. W. (2022). Meta–analysis study: The relationship between reflective thinking and learning achievement. Journal on Efficiency and Responsibility in Education and Science, 15(3), 181–188. http://dx.doi.org/10.7160/eriesj.2022.150305
Commodari, E. ve La Rosa, V. L. (2021). General academic anxiety and math anxiety in primary school. The impact of math anxiety on calculation skills. Acta psychologica, 220(103413), 1–7. https://doi.org/10.1016/j.actpsy.2021.103413
*Çoruk, H. (2015). Çoklu ortam kullanımının ilkokul öğrencilerinin akademik başarılarına ve kaygılarına etkisi (Tez No. 454781) [Yüksek lisans tezi, Amasya Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Dağyar, M. (2021). Meta–analiz desen. İçinde A. Uzunöz (Ed.), Bilimsel araştırma becerileri ve araştırmada güncel desenler (ss. 165–180). Pegem Akademi.
Demir, S. ve Durmaz, M. (2018). İlköğretim matematik öğretmenlerinin matematik kaygısı hakkındaki görüşleri ve müdahale yöntemleri. Academia Eğitim Araştırmaları Dergisi, 3(1), 17-27. https://dergipark.org.tr/en/download/article–file/477751
Deshwal, H. K., Gupta, M. ve Chaturvedi, S. (2022). Positive self talk and counselling to overcum mathematics anxiety among secondary school students. Journal of Pharmaceutical Negative Results, 13(6), 1559–1567. https://www.doi.org/10.47750/pnr.2022.13.S06.207
Dinçer, S. (2021). Eğitim bilimlerinde uygulamalı meta–analiz (3. basım). Pegem Akademi.
Dondio, P., Gusev, V. ve Rocha, M. (2023). Do games reduce maths anxiety? A meta–analysis. Computers & Education, 194. https://doi.org/10.1016/j.compedu.2022.104650
Dos Santos Carmo, J. ve Crescenti, E. P. (2022). Mathematics anxiety and successful reversal strategies: A Brazilian experience. In L. R. V. Gonzaga, L. L. Dellazzana–Zanon ve A. M. B. da Silva (Eds.), Handbook of stress and academic anxiety: Psychological processes and interventions with students and teachers (pp. 115–126). Springer International Publishing. https://www.doi.org/10.1007/978–3–031–12737–3_8
Dowdy, A., Hantula, D. A., Travers, J. C. ve Tincani, M. (2022). Meta–analytic methods to detect publication bias in behavior science research. Perspectives on behavior science, 45(1), 37-52. https://doi.org/10.1007/s40614–021–00303–0
*Ekici, F. (2008). Akıllı tahta kullanımının ilköğretim öğrencilerinin matematik başarılarına etkisi (Tez No. 226423) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
*Erginbaş, Ş. (2009). Teknoloji destekli matematik öğretiminin sınıf yönetiminin öğrenci özellikleri açısından etkililiği (Tez No. 237315) [Yüksek lisans tezi, Süleyman Demirel Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Erkuş, A. (2021). Davranış bilimleri için bilimsel araştırma süreci (7. basım). Seçkin yayıncılık.
Eray, F. (2022). Ortaokul 8. sınıf öğrencileri üzerinde yürütülen oyunlaştırma tabanlı etkinliklerin öğrencilerin motivasyon, öz yeterlik ve matematik kaygılarına etkisi (Tez No. 732592) [Yüksek lisans tezi, Aydın Adnan Menderes Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Eser, M. T., Yurtçu, M. ve Aksu, G. (2020). R programlama dili ve jamovi ile meta analiz uygulamaları. Pegem Akademi.
Fehintola, J. O. (2021). Relaxation and cognitive restructuring therapies in the reduction of mathematics anxietyamong junior secondary school students in Ibadan Land, Nigeria. African Journal For The Psychological Studies Of Social Issues, 24(3), 48–60. http://ajpssi.org/index.php/ajpssi/article/view/500
Fitriyah, A. L., Putri, A. F. S., Putra, M. I. S., Rofiki, I. ve Abdullah, A. H. (2022). Pengaruh peer tutoring pada kecemasan matematika siswa sekolah menengah pertama. Jurnal Kajian Pembelajaran Matematika, 6(2), 125–134. http://journal2.um.ac.id/index.php/jkpm/article/view/29966/10436
Furner, J. M. ve Duffy, M. L. (2022). Addressing math anxiety in a STEM world: Preventative, supportive, and corrective strategies for the inclusive classroom. European Journal of STEM Education, 7(1), 1-10. https://doi.org/10.20897/ejsteme/12645
Furner, J. M. ve Gonzalez De Hass, A. (2011). How do students’ mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, Science & Technology Education, 7(4), 227-242. https://www.ejmste.com/download/how–do–students–mastery–andperformance–goals–relate–to–mathanxiety–4222.pdf
Gabriel, F. (2022). Maths anxiety–and how to overcome it. Significance, 19(1), 34-35. https://doi.org/10.1111/1740–9713.01612
Gholamitooranposhti, M. ve Rahnamayezabijari, B. (2022). Meta–analysis of the effectiveness of educational and therapeutic interventions on mathematical anxiety. Research in School and Virtual Learning, 10(1), 35-46. https://doi.org/10.30473/etl.2022.60730.3613
*Güzeller, C. O. ve Akın, A. (2012). The effect of web–based mathematics instruction on mathematics achievement, attitudes, anxiety and self–efficacy of 6th grade student. International Journal of academic research in progressive education and development, 1(2), 42-54. https://www.researchgate.net/publication/288928296
Hanifah, N., Afidah, L. N., Soraya, A. I. ve Ardiansyah, A. S. (2023). Study literature of ICT toward mathematics anxiety for students. PRISMA, Prosiding Seminar Nasional Matematika. 6, 120-125. https://journal.unnes.ac.id/sju/index.php/prisma/article/view/66500
Hardy, M. (2020). Interventions and supports to ameliorate math anxiety in k–12 schools: a meta–analysis of experimental group design research (Tez No. 28353639) [Master’s thesis, Brigham Young University]. ProQuest Dissertations and Theses Global.
Harrer, M., Cuijpers, P., Furukawa, T. A. ve Ebert, D. D. (2022). Doing Meta–analysis with R a hands–on guide. CRC Press.
Hayes, S. L. (2016). A synthesis of the methods to reduce mathematics anxiety in pre–service elementary school teachers through a meta–analysis (Tez No. 10183481) [Doctoral dissertation, St. John's University]. ProQuest Dissertations and Theses Global.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46. https://doi.org/10.2307/749455
Hidayat, A. ve Asmalah, L. (2022). Augmented reality pada smartphone untuk meningkatkan motivasi belajar dan mengurangi kecemasan matematika. Finland International Scientific Journal of Education, Social Science & Humanities, 10(10), 26–34. https://doi.org/10.5281/zenodo.7043045
Higgins, C. M., Furner, J. M. ve Gerencser, T. (2020). Using bibliotherapy and personal reflection as tools for reducing math anxiety. The Journal of Teacher Action Research, 6(2), 54-69. http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/volume_6_issue_2_2020.pdf#page=54
Horne, D. (2022). School leadership’s role in the disruption of math anxiety. International Journal for Leadership in Learning, 22(1), 48-72. https://doi.org/10.29173/ijll4
Hussein, Y. F. ve Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2). https://doi.org/10.29333/ejmste/12938
Ilahi, K. A., Sudiana, R. ve Nindiasari, H. (2022). Pengembangan media pembelajaran interaktif berbasis Wordwall untuk mengurangi kecemasan matematika. Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika, 3(4), 304-312. https://jurnal.untirta.ac.id/index.php/wilangan/article/viewFile/14303/9827
Ismail, N., Garba, A., Osman, S., Ibrahim, N. H. ve Bunyamin, M. A. H. (2022). Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria. International Journal of Evaluation and Research in Education, 11(1), 161-171. http://doi.org/10.11591/ijere.v11i1.22189
Julya, D. ve Nur, I. R. D. (2022). Studi literatur mengenai kecemasan matematis terhadap pembelajaran matematika. Jurnal Didactical Mathematics, 4(1), 181-190. https://doi.org/10.31949/dm.v4i1.2006
Kamour, M. ve Altakhayneh, B. H. (2021). Impact of a counseling program based on social emotional learning toward reducing math anxiety in middle school students: Impact of a counseling program. International Journal of Curriculum and Instruction, 13(3), 2026-2038. http://ijci.wcci–international.org/index.php/IJCI/article/view/654/348
Kanadlı, S. (2021a). Sosyal bilimlerde R ile meta–analiz ve meta–analitik yapısal eşitlik modellemesi. Pegem Akademi.
Kanadlı, S. (2021b). Sosyal bilimlerde teoriden uygulamaya araştırma sentezi nicel, nitel ve karma yöntemler (4. basım). Pegem Akademi.
Karakaş, M. ve Ezentaş, R. (2020). Tess–India açık eğitim kaynaklarından faydalanılarak oluşturulan etkinliklerin cebir öğretimine ve öğrencilerin matematik kaygısına etkisi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi (ESTÜDAM) Eğitim Dergisi, 5(2), 55–73. https://dergipark.org.tr/en/download/article–file/1182740
Katipoğlu, M., Eken, Z. ve Körbay, M. (2017). Matematik öğretiminde eğlence ve mizah içeren karikatürlerin kullanılmasının öğrencilerin matematik başarısına ve matematik kaygısına etkisi. International Journal of Education, Science and Technology, 3(1), 32-45. https://dergipark.org.tr/en/download/article–file/300246
Keskin, M. (2019). Ortaokul öğrencilerinin matematik kaygı düzeylerini azaltmak için gerçek sınıf ve okul ortamında bir uygulama (Tez No. 577832) [Yüksek lisans tezi, Erzincan Binali Yıldırım Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Kharis, S. A. A., Mahin, N., Lubis, H., Zili, A. H. A. ve Robiansyah, A. (2023). Kecemasan matematika dan permasalahannya dalam pembelajaran jarak jauh. EDUKATIF: JURNAL ILMU PENDIDIKAN, 5(1), 508-518. https://www.edukatif.org/index.php/edukatif/article/view/4735
*Korucu, S. (2009). Çokgenler konusunda karikatür ve bilgisayar destekli öğretim yöntemlerinin karşılaştırılması (Tez No. 250860) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Li, H., Zhang, A., Zhang, M., Huang, B., Zhao, X. Gao, J. ve Si, J. (2021a). Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. Contemporary Educational Psychology, 66 (101984), 1-9. https://doi.org/10.1016/j.cedpsych.2021.101984
Li, Q., Cho, H., Cosso, J. ve Maeda, Y. (2021b). Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta–analysis. Educational Psychology Review, 33, 1017-1049. https://doi.org/10.1007/s10648–020–09589–z
Lubis, A. H., Dasopang, M. D., Ramadhini, F. ve Dalimunthe, E. M. (2022). Augmented reality pictorial storybook: How does it influence on elementary school mathematics anxiety?. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 12(1), 41–53. http://doi.org/10.25273/pe.v12i1.12393
Luby, K. E. (2022). Strategies for teachers that reduce anxiety and promote productive struggle for students in secondary mathematics classes (Tez No. 29256998) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global.
Luneta, K. ve Sunzuma, G. (2023). Instructional interventions to address mathematics anxiety in Sub–Saharan Africa: A systematic review (1980–2020). Africa Education Review, 19(1), 103-119. https://doi.org/10.1080/18146627.2023.2201660
Luttenberger, S., Wimmer, S. ve Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://dx.doi.org/10.2147%2FPRBM.S141421
Ma, X. (1999). A meta–analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540. https://www.jstor.org/stable/749772?seq=1#metadata_info_tab_contents
Macun, Y. ve Işık, C. (2022). Effect of problem–based STEM activities on 7th grade students' mathematics achievements, attitudes, anxiety, self–efficacy and views. International Journal of Contemporary Educational Research, 9(1), 87-102. https://doi.org/10.33200/ijcer.1008456
Maisey, J., Thoma, G., Moeller, K., Kiili, K. ve Ninaus, M. (2022). Effects of a game–based fraction estimation task on math anxiety. In K. Kiili, K. Antti, F. de Rosa, M. Dindar, M. Kickmeier Rust, & F. Bellotti (Eds.), Games and learning alliance: 11th International Conference, GALA 2022, Tampere, Finland, November 30–December 2, 2022, Proceedings (pp. 137–146). Springer International Publishing.
Mamolo, L. A. ve Sugano, S. G. C. (2023). Digital interactive app and students’ mathematics self–efficacy, anxiety, and achievement in the “new normal”. E–Learning and Digital Media. https://doi.org/10.1177/20427530231167646
McKenna, L., Johnston, J., Cross, R., Austerberry, J., Mathew, T. ve McKenzie, G. (2022). Mathematics anxiety and associated interventions in nursing: A scoping review. Nurse Education Today, 112(2022), 1–9. https://doi.org/10.1016/j.nedt.2022.105335
Medema, M. (2022). Reducing math anxiety in elementary students [Unpublished masters thesis], City University of Seattle. https://repository.cityu.edu/bitstream/handle/20.500.11803/1844/MarleyMedemaCapstone.pdf?sequence=3&isAllowed=y
Milena, P. C., Nugraheni, P. ve Yuzianah, D. (2022). Analisis faktor penyebab kecemasan belajar matematika pada siswa sma ditinjau dari hasil belajar. PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika, 11(2), 133–140. https://doi.org/10.33373/pythagoras.v11i2.4023
Moustafa, A. A., Al–Emadi, A. A. ve Megreya, A. M. (2021). The need to develop an individualized intervention for mathematics anxiety. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.723289
Namkung, J. M., Peng, P. ve Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school–aged students: a meta–analysis. Review of Educational Research, 89(3), 459-496. https://doi.org/10.3102/0034654319843494
Niyaie, S., Imanzadeh, A. ve Vahedi, S. (2021). The effectiveness of flipped teaching on math anxiety and math performance in 5th grade students. Technology of Education Journal (TEJ), 15(3), 419-428. https://doi.org/10.22061/tej.2020.5908.2303
Olaoluwa, S. A. (2021). Applying cognitive therapy for depression and anxiety in mathematics education for students’ sustainable performance. Creative Education, 12(6), 1407–1418. https://doi.org/10.4236/ce.2021.126107
Olkun, S. ve Toluk Uçar, Z. (2014). İlköğretimde etkinlik temelli matematik öğretimi (6. basım). Eğiten Kitap
Orwin, R. ve Vevea, J. L. (2009). Evaluating coding decisions. In H. Cooper, L. V. Hedges, & J. C. Valentine (Eds.), The handbook of research synthesis and meta–analysis (pp. 177–203). Russell Sage Foundation.
Özdemir, M. ve Doğruöz, E. (2020). Bilimsel araştırma desenleri. N. Cemaloğlu (Ed.), Bilimsel araştırma teknikleri ve etik içinde (ss. 65–102). Pegem Akademi.
Özdemir, E. ve Gür, H. (2011). Matematik kaygısı–endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması. Eğitim ve Bilim, 36(161), 39–50. http://eb.ted.org.tr/index.php/EB/article/viewFile/259/283
*Özer, S. (2015). ARCS motivasyon modeline göre geliştirilen etkileşimli e–kitapların öğrencilerin akademik başarıları, matematik kaygıları ve motivasyonlarına etkisi (Tez No. 396668) [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Pantino, F. O. ve Hondrade Pantino, J. (2021). Effects of creative writing activities on students’ mathematics anxiety. Journal of International Education, 3, 22-42. https://www.researchgate.net/publication/367281363
Parameswara, A. A., Utami, S. W. ve Eva, N. (2022). The effectiveness of cognitive restructuring techniques to reduce mathematics anxiety in high school students. Journal for the Mathematics Education and Teaching Practices, 3(1), 31-43. https://dergipark.org.tr/en/download/article–file/2490053
Petronzi, D., Hunt, T. E. ve Sheffield, D. (2021). Interventions to address mathematics anxiety: An overview and recommendations. In S. A. Kiray, & E. Tomevska–Ilievska (Eds.), Current studies in educational disciplines (pp. 169–194). ISRES Publishing.
*Pınar, S. (2007). Ölçüler' konusunun eğitim teknolojileri ve işbirlikli öğrenme yöntemleriyle öğrenilmesinin öğrencilerin matematik başarılarına etkisi (Tez No. 210295) [Yüksek lisans tezi, Marmara Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Purnomo, A. W. A. ve Loekmono, J. L. (2021). Online counselling: Application of cognitive behaviour therapy and music counselling to reduce math anxiety. KONSELI: Jurnal Bimbingan dan Konseling (E–Journal), 8(1), 115–126. https://doi.org/10.24042/kons.v8i1.7809
Rossnan, S. (2006). Overcoming math anxiety. Mathitudes, 1(1), 1-14. https://www.fau.edu/education/centersandprograms/mathitudes/documents/Math%20Anxiety%20Research%20Paper%202.pdf
Samuel, T. S., Buttet, S. ve Warner, J. (2022). “I Can Math, Too!”: Reducing math anxiety in STEM–related courses using a combined Mindfulness and Growth Mindset Approach (MAGMA) in the classroom. Community College Journal of Research and Practice, 1-14. https://doi.org/10.1080/10668926.2022.2050843
Sari, A., Octaria, D., Utari, R. S., Somakim, S., Hiltrimartin, C., Hartono, Y. ve Darmawijoyo, D. (2023). Infographic development through instagram to reduce mathematics anxiety and increase student learning outcomes. JTAM (Jurnal Teori dan Aplikasi Matematika), 7(2), 349-360. https://journal.ummat.ac.id/index.php/jtam/article/view/12512
Sawilowsky, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597-599. https://core.ac.uk/download/pdf/56683105.pdf
Schmid, C. H., White, L. R. ve Stijnen, T. (2021). Introduction to systematic review and meta–analysis. In C. H. Schmid, T. Stijnen, L. R. White (Eds.), Handbook of meta–analysis (pp. 1-17). CRC press.
Shakmaeva, A. (2022). Regulating math anxiety and improving math performance: A review of intervention research. Przegląd Badań Edukacyjnych (Educational Studies Review), 36(1), 237-259. http://dx.doi.org/10.12775/PBE.2022.011
Suryani, N. (2022). Psychology of learning in geometry course with augmented reality technology. Journal of Positive School Psychology, 6(3), 6460-6467. https://www.journalppw.com/index.php/jpsp/article/view/3833/2505
Şad, A. N., Kış, Demir, M. ve Özer, N. (2016). Meta–analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Eğitim ve Öğretim Dergisi, 6(3), 371-392, http://dx.doi.org/10.14527/pegegog.2016.019.
Şen, S. ve Yıldırım, İ. (2020). CMA ile meta–analiz uygulamaları. Anı yayıncılık.
Tashtoush, M. A., Alshunaq, M. M. ve Albarakat, A. A. (2020). The effect of using self–regulated learning learning strategy to reduce the level of mathematics anxiety among students of Al–Huson University College. Jordanian Educational Journal, 5(3), 306-329. http://jaesjo.com/index.php/jaes/article/view/166/162
Tol, H. Y. ve Çenberci, S. (2019). Senaryo tabanlı öğrenme yönteminin öğrencilerin matematik öz yeterlik algısı, tutum ve kaygılarına etkisi. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(4) 149-159. https://doi.org/10.18506/anemon.523065
*Tuncer, M. ve Şimşek, M. (2019). Ortaokul beşinci sınıf matematik dersi bölme işlemi konusunda plickers uygulamasının matematik kaygısına ve matematik başarısına etkisi. Uluslararası Toplum Araştırmaları Dergisi, 13(19), 281-310. https://doi.org/10.26466/opus.578149
Türkan, A. ve Çetin, H. (2022). Effectiveness of augmented reality–based applications on liquid measurement theme in mathematics course: An experimental study. PsychoEducational Research Reviews, 11(2), 372-392. https://doi.org/10.52963/PERR_Biruni_V11.N2.23
*Tüzer Ünsal, G. ve Akay, C. (2020). Lise öğrencilerinin matematik başarısı, kaygısı ve öğretim teknolojilerine yönelik tutumları üzerine: Geogebra dinamik yazılımı. Kastamonu Eğitim Dergisi, 28(1), 234-252. https://doi.org/10.24106/kefdergi.3538
Ulum, H. ve Küçükdanacı, T. (2022). The relationship between mathematics anxiety and mathematics achievement: Meta analysis study. Research on Education and Psychology, 6(2), 193-206. https://doi.org/10.54535/rep.1206987
Unson, J. C. P. (2022). Dealing with mathematics anxiety in this time of COVID–19: A mixed–methods study. Journal of International Education, 4, 63-83. https://www.researchgate.net/publication/365276469_Dealing_with_Mathematics_Anxiety_in_this_Time_of_COVID–19_A_Mixed–Methods_Study
Uygun, N. (2021). İlkokul matematik öğretiminde etkili teknoloji kullanımı. İçinde M. Alkış Küçükaydın ve M. Sarıtepeci (Ed.), İlkokulda etkili teknoloji kullanımı öğrenci etkinliğine dayalı uygulama örnekleri (ss.109-130). Pegem Akademi.
Varghese, B. (2020). Certain strategies for reducing mathematical anxiety. International Journal of Exclusive Global Research, 5(6), 1–3. https://www.ijegr.com/wp–content/uploads/2020/12/Certain–Strategies–for–Reducing–Mathematical–Anxiety–1.pdf
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R. ve Petrill, S. A. (2015). Is math anxiety always bad for math learning? The role of math motivation. Psychological Science, 26, 1863–1876. https://doi.org/10.1177/0956797615602471
Wibisono, A. L., Sa’adah, H., Wahyuningsih, D., Azizah, W. ve Fauzi, I. (2022). Analisis pemanfaatan teknik Cognitive Behavioral Therapy (CBT) terhadap kecemasan matematis siswa. MEGA: Jurnal Pendidikan Matematika, 3(2), 1-12. https://e–journal.unmuhkupang.ac.id/index.php/mega/article/view/678/491
*Yıldırım, A. (2017). ARCS motivasyon modeli ve öğretimin temel ilkeleri modeline göre matematik dersi için geliştirilen etkileşimli tahta materyallerinin öğrencilerin akademik başarılarına, motivasyonlarına ve matematik kaygılarına etkisi (Tez No. 466154) [Yüksek lisans tezi, Fırat Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
Yıldırım, N. (2019). Meta–analiz. İçinde H. Özmen ve O. Karamustafaoğlu (Eds.), Eğitimde araştırma yöntemleri (ss. 229-248). Pegem Akademi.
Yunitasari, F., Sintawati, M. ve Mastul, A. R. H. (2023). The application of contextual teaching and learning for increasing learning outcomes and reducing anxiety in elementary school mathematics. International Journal of Learning Reformation in Elementary Education, 2(2), 77–85. https://journal.iistr.org/index.php/IJLREE/article/view/283
Zanabazar, A., Deleg, A. ve Ravdan, M. (2023). A study of factors causing math anxiety among undergraduate students. International Journal of Innovative Research and Scientific Studies, 6(3), 578–585. https://doi.org/10.53894/ijirss.v6i3.1609
Zavareh, S. E. R. T., Bagheri, N. ve Sabet, M. (2022). Effectiveness of cooperative learning on math anxiety, academic motivation and academic buoyancy in high school students. Iranian Evolutionary and Educational Psychology Journal. 4(3), 410-421. http://dx.doi.org/10.52547/ieepj.4.3.410
Zengin, Y. (2017). Geogebra yazılımının matematik kaygısı ve matematik öğretme kaygısına etkisinin incelenmesi. YYÜ Eğitim Fakültesi Dergisi, 14(1), 908-939. http://dx.doi.org/10.23891/efdyyu.2017.34
(Meta–analize dâhil edilen çalışmalar * ile gösterilmiştir.)

There are 125 citations in total.

Details

Primary Language	Turkish
Subjects	Studies on Education
Journal Section	Research Article
Authors	Feyyaz Öztop 0000-0002-3462-145X
Publication Date	May 31, 2023
Submission Date	February 5, 2022
Acceptance Date	May 29, 2023
Published in Issue	Year 2023

Cite

APA	Öztop, F. (2023). Matematik Öğretiminde Dijital Teknoloji Kullanımının Öğrencilerin Matematik Kaygısını Azaltmadaki Etkililiği: Bir Meta-Analiz. Erciyes Journal of Education, 7(1), 22-40. https://doi.org/10.32433/eje.1068755

Cited By

Math Education for Gifted İndividuals: Digital Gamification

Journal of Learning and Teaching in Digital Age

https://doi.org/10.53850/joltida.1255991

Article Files

Full Text

ERCİYES JOURNAL OF EDUCATION [EJE]

This work is licensed under a Creative Commons Attribution 4.0 International License.