Abstract

A mixed methodological approach was used to examine the effects of fourth- and first-grade students cross-age tutoring on mathematics anxiety. 37 Fourth-grade tutors, both trained and untrained, helped 37 first graders use multiple strategies to solve mathematical word problems for 10 weeks. A control group of 16 first-grade students completed the problems independently. Pre-test and post-test mathematics anxiety measures were used. Observations were also conducted throughout the study. The measures used for both primary and intermediate students were effective in identifying students with mathematics anxiety. However, quantitative findings showed no difference for fourth- or first-grade students on mathematics anxiety measures. Results of an ANOVA were not significant. The qualitative findings revealed the trained tutors and their partners were the most structured. They tried more strategies to solve problems and stayed on task better than other groups. Untrained tutors and their partners needed more redirection and engaged in more off-task conversations. First graders with tutors received more positive reinforcement than those who worked independently.

Degree

College and Department

David O. McKay School of Education; Teacher Education

Rights

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