| Abstrakt: |
Researchers from the Department of Sociology conducted a study on strategies used by teachers to reduce mathematics anxiety among secondary school students in Tanzania. The study involved interviews, focus group discussions, and field observations with 18 mathematics teachers and 40 students. Findings indicated that factors contributing to mathematics anxiety included poor background in mathematics, teachers' aggressiveness, and the challenging nature of the subject. The research suggested that teachers can help alleviate anxiety through strategies such as self-control, rewards, reinforcement, and engaging students in teaching. The study concluded that collaborative efforts among educational stakeholders are needed to address mathematics anxiety effectively. [Extracted from the article] |
