Contextual factors associated with mathematics anxiety : perceptions of teachers and students at a secondary school in Kwazulu-Natal.
This study explores the phenomenon of mathematics anxiety with respect to a group of matric students at a secondary school in KwaZulu-Natal. The contextual factors associated with mathematics anxiety were examined from the perspective of ten mathematics students and three teachers of mathematics. In this study, qualitative research methodology was used. The data was gathered through semi-structured interviews and questionnaires. Various factors, such as the belief in mathematical myths and negative experiences during the early school years, interact to contribute to the phenomenon of mathematics anxiety. The study revealed the need to dispel mathematical myths, to create supportive learning environments for students, and to provide support for mathematics teachers in the form of on-going professional development.