Attributions Given to Mathematics, and the Math Anxiety: The Report of Some Elementary School Students

This study aimed to identify attributions to mathematics and degrees of anxiety related to mathematics. Study 1 applied the brainstorming technique, which consisted in writing, on a sheet of paper, everything that occurs before the word "Mathematics". Fifty seven elementary school students participated, 28 of 2^nd grade and 29 of 6^th grade. Sixth grade students attributed more negative characteristics to mathematics than those of 2^nd grade. Study 2 applied a math anxiety scale to four children in 6^th grade, randomly selected from study 1. It was observed that situations in which students showed high or extreme anxiety were those in which they were exposed to conditions such as exams, schoolwork, and going to the blackboard. Data are discussed in terms of the increase in negative attributions over the years and the need for methodologies that prevent the aversion to mathematics.

Attributions; Mathematics; Anxiety; Learning; Elementary school children