以课程为准的学习活动与中学生数学焦虑经历的行动研究

Mathematics anxiety is an educational concern that can negatively influence students’ engagement and achievement in mathematics. This study explored changes in fifth-grade students’ mathematics anxiety and learning experiences during the implementation of curriculum-aligned, interactive mathematics learning activities. Drawing on a socio-cultural perspective, the study also examined how peer interaction, collaborative participation, and mediational tools supported students’ engagement in learning. The study was conducted with 21 fifth-grade students attending a public middle school. A mixed-me