Date of Award
Master of Education (MEd)
This action research study investigated the connection between student choice and the levels of math anxiety exhibited in Geometry students at a Christian high school in the Twin Cities in Minnesota. The participants were 38 ninth, tenth, and eleventh grade students separated in three sections of Geometry. This study was conducted to see if providing choice would effectively combat the perceived stress and anxiety associated with math classes. Students were offered a choice of review projects that would be used to prepare them for an upcoming test. No other changes were made in the classroom. Class presentations, discussions, and assessments were given as normal throughout the study. However, during the review time, students were given opportunity to work on their review projects individually or collaboratively. Each student was responsible for turning in his/her own individual project. The results of the study were mixed; however, responses to survey questions administered after the study indicated that students with lower average grades perceived a benefit to the activity. These students felt more prepared and their average scores improved on statements relating to solving hard math problems.
Vis, Ronald, "Math Anxiety and Assessment Strategies" (2017). Master of Education Program Theses. 110.