Mathematics Anxiety and Problem-Solving Proficiency Among High School Students: Unraveling the Complex Interplay in the Knowledge Economy

Yali Zhu (), Xinran Liu (), Yana Xiao () and Stavros Sindakis ()
Additional contact information
Yali Zhu: Henan Normal University
Xinran Liu: Henan Normal University
Yana Xiao: Henan Normal University
Stavros Sindakis: Hellenic Open University

Journal of the Knowledge Economy, 2024, vol. 15, issue 4, No 184, 20516-20546

Abstract: Abstract In the context of the knowledge-based economy, the intricate relationship between mathematics anxiety and problem-solving abilities among high school students in China is examined. This research uncovers the pervasive nature of mathematics anxiety, influenced primarily by external factors such as parental expectations, shedding light on the sources of anxiety. Additionally, it highlights the multifaceted nature of problem-solving skills among students, emphasizing their confidence in comprehending mathematical problems but challenges in applying effective problem-solving strategies. The study provides empirical evidence of a significant negative correlation between mathematics anxiety and problem-solving ability, underscoring the detrimental impact of anxiety on cognitive processes, including working memory and metacognition, essential for effective problem solving. Theoretical implications encompass a deeper understanding of the dynamics between mathematics anxiety and problem-solving skills, contributing to educational psychology and curriculum development. Policy implications call for immediate attention to address mathematics anxiety within educational reforms, advocating for comprehensive strategies that alleviate anxiety while enhancing problem-solving skills. Furthermore, this research highlights the importance of gender-inclusive approaches to anxiety in mathematics. This study enriches our theoretical understanding and underscores the urgency of holistic approaches to address mathematics anxiety and nurture problem-solving skills among high school students, empowering them to excel in the knowledge-based economy and shape a brighter future.

Keywords: Mathematics anxiety; Problem-solving abilities; High school students; Knowledge-based economy; Parental expectations; Cognitive processes; Educational psychology; Curriculum development (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
http://link.springer.com/10.1007/s13132-023-01688-w Abstract (text/html)
Access to the full text of the articles in this series is restricted.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:spr:jknowl:v:15:y:2024:i:4:d:10.1007_s13132-023-01688-w

Ordering information: This journal article can be ordered from
http://www.springer.com/economics/journal/13132

DOI: 10.1007/s13132-023-01688-w

Access Statistics for this article

Journal of the Knowledge Economy is currently edited by Elias G. Carayannis

More articles in Journal of the Knowledge Economy from Springer, Portland International Center for Management of Engineering and Technology (PICMET)
Bibliographic data for series maintained by Sonal Shukla () and Springer Nature Abstracting and Indexing ().