Claudia Zasalvsky

Bio: Claudia Zasalvsky is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 39 citations.

“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning

Abstract: Research Findings: Little is known about how parents approach preschoolers' mathematics learning and how this aligns with early mathematics education research and policy. This study examined these questions by contrasting parents' approaches to early mathematics and language and by exploring key themes in parents' talk about mathematics learning and education. Consistent with current research and policy, parents reported helping preschoolers learn mathematics and attempting to connect this learning to children's interests and everyday experiences. However, parents admitted to lacking goals for and knowledge about early mathematics. In addition, compared to language, parents reported that mathematics was taught less often at home, should be emphasized less in preschools, was less interesting to preschoolers, required more direct instruction, and was less of a personal interest and strength. Practice or Policy: Parent interventions could capitalize on parents' beliefs and practices by providing parents with...

Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students

Abstract: The paper has shown the relationship between Mathematics anxiety, Mathematics performance and Academic hardiness in high school students. The sample comprised 284 (144 males and 140 females) 10th g...

Creating a Middle School Mathematics Curriculum for English-Language Learners:

Abstract: Hispanic English-language learners and other students learning English are failing in K–12 mathematics. The field has not responded with mathematics curricula designed for this population, especially at the middle grades. In response to this academic crisis, the Help with English Language Proficiency (HELP) Math program for middle school students was created. HELP Math is a Web-based supplemental curriculum composed of a series of rich interactive lessons that essentialize mathematical vocabulary and academic concepts so that students can better understand the content. As a vehicle for informing the field about designing mathematics curricula specifically for this population of students, the authors track the journey from conceptualization through research and implementation of this supplemental curriculum, with a particular focus on the key challenges and lessons learned.

Differential models for math anxiety in male and female college students

Abstract: The relative importance of several predictors of math anxiety were examined in multiple regression models. The predictors were test anxiety, ACT math scores, student perceptions of high-school math teachers' teaching ability (PHAM), student perceptions of college math teachers' teaching ability (PCAM), parental support for math skills (PSM), the length of time since completing high-school, number of college math classes taken, perceived math ability (PMA), and gender. No significant difference was found between the genders for amount of math anxiety. However, when separate analyses were conducted for males and females, different factors were significant for each gender. Specifically, males' math anxiety was most strongly related to general test anxiety and ACT math scores. Predictably, males' math anxiety increased as ACT math scores declined and test anxiety increased. In contrast, females' math anxiety was most strongly affected by students' PMA, PHAM, ACT, and general test anxiety. Females' math anxiet...

Exploring Mathematics Anxiety: Mathematics Students’ Experiences

Abstract: The purpose of this research was to explore students’ mathematics anxiety levels at a selected tertiary institution in South Africa. Mathematics achievement is a top priority in the world over. South Africa lags behind in mathematics education and must do everything to develop effective strategies for the instruction of mathematics. The research examined the differences in mathematics anxiety levels according to gender, age and home language. This study examined responses to a questionnaire administered to students, utilizing a quantitative research. Data on perceived notions of students’ mathematical experiences was collected. The study involved 120 respondents (84 male and 36 female) randomly selected. The instrument used to measure mathematics anxiety levels was adopted from Jerran’s Maths Centre (2012). The data was analysed using Statistical Package for the Social Sciences (SPSS), version 20.0. Hypotheses were formulated to test the information that was generated. A t-test for the difference between means of the anxiety levels of males and females, Chi–square tests for association and ANOVA for testing differences among language backgrounds and anxiety levels were used as statistical analyses to measure responses. The findings of the study indicated that there are high mathematics anxiety levels among the respondents. The results also show high levels of mathematics anxiety among female students. The t-test showed that the mean difference between mathematics anxiety and gender is significant. Based on the findings of this study, it is worth noting that mathematics anxiety is one psychological factor that affects students’ achievement and their general practices. Therefore, facilitators/teachers should strive to understand mathematics anxiety and implement teaching and learning strategies and study habits that can help them overcome anxiety. DOI: 10.5901/mjss.2014.v5n1p283