Back to: Module: Helping Students Do Math
In the 1970s, two researchers at the University of Wisconsin (Fennema and Sherman) constructed a set of scales to measure attitudes towards mathematics. You will be taking shortened versions of two of these scales: confidence in math and math anxiety.
For each of the two scales, circle the letter indicating how much you agree or disagree with each statement. The only “correct answer” is the answer that best describes how you actually feel. Be sure to answer each item and try to work quickly rather than spending too much time thinking about any item. If you can’t decide whether you agree or disagree with a statement, circle “C”. At the end, you will be given instructions on how to score your responses.
Part I
A= strongly agree B = agree C = neutral D = disagree E = strongly disagree
| 1 | I am sure that I can learn math. | A | B | C | D | E |
| 2 | I am sure of myself when I do math. | A | B | C | D | E |
| 3 | I know I can do well in math. | A | B | C | D | E |
| 4 | I am sure I could do advanced work in math. | A | B | C | D | E |
| 5 | I think I could handle more difficult math. | A | B | C | D | E |
| 6 | Most subjects I can handle OK, but I just can’t do a good job with math. | A | B | C | D | E |
| 7 | I’m not the type to do well in math. | A | B | C | D | E |
| 8 | Math has been my worst subject. | A | B | C | D | E |
| 9 | Math is hard for me. | A | B | C | D | E |
| 10 | I’m no good in math. | A | B | C | D | E |
To score Part I, total up your points for the 10 items based on the following two rules:
| For Items 1-5, A = 5 |
B = 4 |
C = 3 |
D = 2 |
E = 1 |
|
For Items 6-10, A = 1 |
B = 2 |
C = 3 |
D = 4 |
E = 5 |
Part II
A= strongly agree B = agree C = neutral D = disagree E = strongly disagree
| 1 | It wouldn’t bother me at all to take more math courses. | A | B | C | D | E |
| 2 | I have usually been at ease during math tests. | A | B | C | D | E |
| 3 | I usually don’t worry about my ability to solve math problems. | A | B | C | D | E |
| 4 | I almost never get uptight while taking math tests. | A | B | C | D | E |
| 5 | I have usually been at ease in math courses. | A | B | C | D | E |
| 6 | I get really uptight during math tests. | A | B | C | D | E |
| 7 | I get a sinking feeling when I think of trying hard math problems. | A | B | C | D | E |
| 8 | My mind goes blank and I am unable to think clearly when working mathematics. | A | B | C | D | E |
| 9 | Mathematics makes me feel uncomfortable and nervous. | A | B | C | D | E |
| 10 | Mathematics makes me feel uneasy and confused. | A | B | C | D | E |
To score Part II, total up your points for the 10 items based on the following two rules:
| For Items 1-5, A = 5 |
B = 4 |
C = 3 |
D = 2 |
E = 1 |
|
For Items 6-10, A = 1 |
B = 2 |
C = 3 |
D = 4 |
E = 5 |
There is no one specific interpretation for a score, but a score of 30 is “neutral.” The higher your score is above 30, the less anxiety you appear to have towards math, and the lower your score is below 30, the more anxiety you appear to have towards math. If you score between 10 and 20, you might want to take action to reduce your math anxiety so that it doesn’t interfere when helping students with math. (For some suggestions on reducing math anxiety, see this site: http://www.radford.edu/content/LARC/home/learning-guides/math/math-anxiety.html)
Reflective Questions
First complete the scale; then use the questions below as a basis for reflecting on your attitudes toward and experiences with math. If you are completing this activity as part of a workshop or class, your instructor might ask you to share your answers in a group discussion.
- Why do you think you got the score you did?
- How can you use information about your attitude toward math to help the students with whom you currently work or with whom you might work in the future?
- What steps might you take to improve your attitude toward math?
Reference
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5) 324-326.