خلاصة:
Students’ mathematics anxiety and learning styles are factors that impact mathematics learning. The aim of this research was to determine the relationship between students’ mathematics anxiety and learning styles with solving calculus word problems (SCWP) and their effect on each other. To do this، the ex-post facto research method was used. To collect data، mathematics anxiety questionnaire and learning style test were used. Their reliability and validity were already checked at Ferdowsi University of Mashhad. Also، a researchermade solving calculus word problem test has been used. The instructional objectives of the mentioned topic has been designed. Its content validity was confirmed by mathematics teachers and academic members. The research population consisted of all high school third grade mathematics and physics students (girls and boys) of Sabzevar in 2009-2010 academic year. Also، the research sample consisted of 143 students who were chosen randomly from the mentioned population. The results showed that there is a relationship between students’ mathematics anxiety، and learning styles with SCWP. Students with low mathematics anxiety perform better in SCWP than students with high mathematics anxiety. Students with field-independence learning style do better in SCWP than students with field-dependence learning style. Students with low mathematics anxiety and field-independence learning style perform better in SCWP than students with low mathematics anxiety and field-dependence learning style. In addition، the results of this study imply that the mathematical word problem test is a more distinctive and challenging for students than ordinary class tests. The result of this research can help teachers in designing mathematics homework and questions for students، with attention to students’ mathematics anxiety and learning styles.
ملخص الجهاز:
The aim of this research is to determine the relationship between math anxiety and students' learning styles with performance in solving verbal calculus problems and their impact on each other.
uttrs@rafinimaehale (**)Associate Professor, Ferdowsi University of Mashhad (***)Master's student in Mathematics Education, Shahid Rajaee Teacher Training University {IBWith low math anxiety and an independent field learning style, they perform better in solving verbal calculus problems compared to students with low math anxiety and a dependent field learning style.
Based on what we have said, this research seeks to investigate how the relationship between mathematics anxiety and students' learning styles relates to their performance in solving high school calculus word problems and their impact.
Research Questions -Is there a relationship between mathematics anxiety and learning style with the calculus word problem test?
-Do students with low mathematics anxiety and an independent field learning style perform better in solving calculus word problems compared to students with low mathematics anxiety and a dependent field learning style?
This test showed that students' performance in solving calculus verbal problems depends on math anxiety and their learning styles with an accuracy of 21.
Fourth question: Do students with low math anxiety and a field-independent learning style perform better in solving calculus verbal problems compared to students with low math anxiety and a field-dependent learning style?
05 level, which means that students with low math anxiety and a field-independent learning style perform better in solving calculus verbal problems compared to students with low math anxiety and a field-dependent learning style.
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