Anxiety levels of middle school students towards mathematics and the factors causing this anxiety

Mathematics has advanced human history as a fundamental science, extending from understanding natural phenomena to every aspect of daily life. However, the anxiety and fear that students develop towards mathematics can lead to the perception of the subject as complicated and abstract, negatively affecting their learning processes. Especially for primary school students, cognitive development processes make it challenging to understand abstract mathematical concepts, while affective characteristics are significant determinants of mathematical success. Math anxiety is a critical factor that reduces students' academic performance and must be considered in teaching. In this context, this research aims to compare middle school students' math anxiety in terms of demographic variables and to gather teachers' views on the causes of math anxiety, thereby contributing new insights to the literature. This research utilized a concurrent triangulation design from mixed methods research. The accessible population for the quantitative part of this study consists of middle school students attending 5th, 6th, 7th, and 8th grades in state schools affiliated with the Şırnak Provincial Directorate of National Education during the 2022-2023 academic year. The sample for the quantitative part of the study consists of 928 students attending three public middle schools in the Cizre district of Şırnak province. For the qualitative part, the study group is represented by ten teachers working in state schools under the Cizre Directorate of National Education. In this study, quantitative data were obtained using a 'Personal Information Form' prepared by the researcher to collect students' demographic information and the 'Math Anxiety Scale' developed by Bindak in 2005. In addition, to gain an in-depth understanding of teachers' perspectives on the underlying causes of math anxiety, the 'Survey Form' developed within the scope of this study was used as a qualitative data collection tool. For quantitative data analysis, descriptive statistics were calculated, and independent samples t-tests, Mann-Whitney U, one-way variance Analysis (ANOVA), and Kruskall-Wallis test methods were utilized to compare differences between means. Descriptive analysis and content analysis methods were applied to qualitative data analysis. The quantitative findings of the research have revealed that students' levels of mathematics anxiety are moderate. There was no statistically significant difference in mathematics anxiety according to gender, parents' level of education, number of siblings, mathematics grades, and daily study duration. However, it has been identified that there are statistically significant differences in students' mathematics anxiety according to demographic factors such as grade level, mother's employment status, and family income level. According to the qualitative findings of the research, teachers identified biases towards mathematics, the complex nature of the subject, and environmental attitudes as the main causes of math anxiety. Additionally, rote learning and exam-focused education increase students' stress, triggering math anxiety. Teachers emphasized that rote learning and exam-focused education approaches lead to stress and lack of confidence in students, thereby triggering math anxiety. According to teachers, the number of siblings and mothers' employment status do not affect math anxiety. There are differing opinions among teachers regarding the impact of gender on math anxiety; half believe that gender creates differences in anxiety levels, while the other half state that gender has no significant effect. Teachers also noted that factors such as grade level, parents' education level, and the amount of time students dedicate to studying mathematics affect math anxiety. The research findings have been discussed in comparison with studies in the literature. It has been recommended that parents and teachers be included in studies aimed at understanding math anxiety and that a mixed research method that combines student and teacher perspectives in addition to studies involving demographic variables, be used. Furthermore, the use of a mixed-methods approach that combines student and teacher perspectives is recommended. Additionally, it has been emphasized that educators' patient and supportive approaches and interactive and visual learning methods will make mathematics education more engaging and comprehensible. The positive involvement of parents in education has also been highlighted as a factor that can increase children's mathematical success and self-confidence, thereby reducing their mathematical anxieties. Keywords: Anxiety, Mathematics Anxiety, Student, Teacher, Teacher Opinions.