The idea for this project began as a discussion among the Mathematics Phobia at Secondary school in West Bengal followed by WBCHSE Curriculum. According to research, the number of women suffering math anxiety … Action research is a method that has proven to be valuable as a problem-solving tool. However, it remains unclear what factors moderate this relationship. Math anxiety (MA) has been suggested to decrease the math performance of students. For those seeking MAT degrees, the Action Research Report is only one component of the MAT master's degree exam, the rest of which is comprised of mathematics questions, including an expository paper. A factor that has been shown to negatively influence performance and acquisition of math skills is math anxiety. Implemented in this way, action research is also seen as The aim of this research was to explore the link between MA and math performance. The development of math skills is crucial for adequate functioning in academic and professional settings as well as in daily life. The requirements for the written product of teachers' action research projects differ for participants seeking MA and MAT degrees. ... asking questions would be a good course of action. It has Math anxiety is the term used to describe the feeling of apprehension when people are afraid of failing in situations that involve mathematics. The researchers will also characterize the relation of MA and general anxiety and links to mathematics performance, and develop robust MA questionnaires. Mathematics anxiety can be manifested as psychological, physical as well as behavioral expression. Action research is a methodology that is considered to be a valuable problem-solving tool in most of the literature on action research. The present study described the causes of Mathematics anxiety, its' impacts on students and way of mitigation from Mathematics anxiety. Follow. Firstly, the researchers will assess the prevalence of MA and its relation to mathematical performance and test anxiety in a sample of 1,000 primary pupils (followed from Year 4 to 5) and 1,000 secondary pupils (followed from Year 7 to 8). For the teacher in the classroom it can provide opportunities for reflection and improvement, a testing ground for improving the teacher’s practice. It can provide opportunities for reflection, improvement, transformation, and solutions to learning.


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