There are some different levels of students' achievement in Mathematics across various skills such as understanding, communicating, critical thinking, and problem solving. It implies that the low-achieving students get the most consideration to be evaluated what factors affecting it. In fact, the research has shown that mathematics achievement cannot be influenced by cognitive factors but also psychological factors in which math anxiety is one of it (Zakaria et al., 2012). Based on my teaching experiences, two possible significant factors triggering the low-achieving students are maths anxiety and less meaningful learning. Federici, Skaalvik and Tangen (2015) conceptualize math anxiety as an affective variable comprised with uneasiness and fear when working with math later constructing negative responses of math from students. Therefore, a certain strategy fostering meaningful learning is required to overcome students' math anxiety.This study focused on analyzing the nature of maths anxiety that is suffered by junior high school students in Indonesia. Subsequently, it investigated the coherence between the strategies to overcome maths anxiety and the characteristics of Realistic Mathematics Education (RME). In short, The RME approach confirmed to overcome math anxiety based on the analysis of five notions, which are the positive atmosphere of teaching-learning process, making sense mathematics, more practice for students, students' collaboration, and process-led rather than content-led objectives. Additionally, the implementation of RME needs some considerations concerning time allotment, math topic and teacher's skills.
Shofiayuningtyas Luftiani Yusuf, Monash University, Australia
Stream: Primary and secondary education
This paper is part of the ACEID2016 Conference Proceedings (View)
View / Download the full paper in a new tab/window