000118988 001__ 118988
000118988 005__ 20230926093532.0
000118988 0247_ $$2doi$$a10.17648/acta.scientiae.6745
000118988 0248_ $$2sideral$$a129467
000118988 037__ $$aART-2022-129467
000118988 041__ $$aeng
000118988 100__ $$0(orcid)0000-0002-7725-3917$$aArnal-Palacián, Mónica$$uUniversidad de Zaragoza
000118988 245__ $$aMath Anxiety in Primary Education during Covid-19 Confinement: Influence on Age and Gender
000118988 260__ $$c2022
000118988 5060_ $$aAccess copy available to the general public$$fUnrestricted
000118988 5203_ $$aBackground: The closure of schools in Spain due to the Covid-19 pandemic confronted teachers, students, and families with a new reality. Previous studies have shown that anxiety levels increase during pandemic times. Therefore, it highlights the interest of the affective domain in primary education. Objectives: To analyse some general aspects of math anxiety, such as primary school students’ fear, nervousness, and blockage before mathematics both at the educational centre and at home during the Covid-19 confinement. Design: Quantitative study using a closed questionnaire of seven questions with a Likert-type scale. Settings and participants: 496 Spanish primary school students. Data collection: Through the questionnaire hosted in Google Forms and provided by the teachers responsible for the students one month after the closure of all the educational centres and the confinement of all the participating children. Results: Fear of math increases during primary education, with the highest levels of fear and restlessness in the third and sixth grades; the girls presented the highest levels in all aspects, except for nervousness during classes. Conclusions: The general aspects of math anxiety are intimately linked and evolve increasingly throughout primary education. These facts are justified based on the proximity of the change in the educational stage and its influence on teaching, as well as the students’ social conditions.
000118988 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S60-20R$$9info:eu-repo/grantAgreement/ES/MICINN/PID2019-104964GB-I00
000118988 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000118988 592__ $$a0.29$$b2022
000118988 593__ $$aMultidisciplinary$$c2022$$dQ2
000118988 593__ $$aEducation$$c2022$$dQ3
000118988 594__ $$a0.6$$b2022
000118988 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000118988 700__ $$0(orcid)0000-0002-0516-0463$$aArnal-Bailera, Alberto$$uUniversidad de Zaragoza
000118988 700__ $$aBlanco, Cristina
000118988 7102_ $$12006$$2200$$aUniversidad de Zaragoza$$bDpto. Matemáticas$$cÁrea Didáctica Matemática
000118988 773__ $$g24, 1 (2022), 145-170$$tActa Scientiae$$x1517-4492
000118988 8564_ $$s471172$$uhttps://zaguan.unizar.es/record/118988/files/texto_completo.pdf$$yVersión publicada
000118988 8564_ $$s1394507$$uhttps://zaguan.unizar.es/record/118988/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000118988 909CO $$ooai:zaguan.unizar.es:118988$$particulos$$pdriver
000118988 951__ $$a2023-09-26-09:30:47
000118988 980__ $$aARTICLE