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dc.contributor.authorNorton, Anderson
dc.contributor.authorSeok, Youngmin
dc.contributor.authorChoi-Koh, Sangsook
dc.date.accessioned2019-08-27T12:35:04Z
dc.date.available2019-08-27T12:35:04Z
dc.date.issued2019-05-27
dc.identifier.urihttp://hdl.handle.net/10919/93269
dc.description.abstractThis paper reports on an investigation of mathematics anxiety (MA) among 40 Korean undergraduate students, using cognitive neuroscience. In Spring 2015, we collected data on correct response rates and reaction times from computer-based activities related to quadratic functions. We also measured brain response through event related potentials (ERP). Results demonstrate that students with higher mathematics anxiety (HMA) took more time than students with lower mathematics anxiety (LMA), both in translating equations to graphs and in translating graphs to equations. Moreover, based on analysis of ERP, brain waves of the HMA group recorded higher amplitude. In specific, both groups showed higher amplitude in translation from graphs to equation than vice versa. Higher amplitudes indicate greater demands on working memory, which we discuss in the concluding section, especially with regard to MA.en_US
dc.language.isoen_USen_US
dc.publisherScientific Research Publishingen_US
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectAlgebraen_US
dc.subjectElectroencephalographyen_US
dc.subjectFunctionen_US
dc.subjectMathematics Anxietyen_US
dc.subjectNeuroimagingen_US
dc.subjectUndergraduateen_US
dc.titleExamining Mathematics Anxiety of Undergraduates Using a Brain-Based Measurement, EEGen_US
dc.typeArticle - Refereeden_US
dc.title.serialJournal of Behavioral and Brain Scienceen_US
dc.identifier.doihttps://doi.org/10.4236/jbbs.2019.95017
dc.identifier.volume9en_US


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Attribution 3.0 United States
License: Attribution 3.0 United States