Abstracts
Résumé
Cet article brosse le portrait des écarts d’anxiété mathématique selon le genre et du lien anxiété mathématique/performances en mathématiques chez les élèves québécois francophones de 15 ans ayant participé au PISA de 2003 et de 2012. Après avoir vérifié l’invariance métrique et scalaire de la mesure d’anxiété mathématique du PISA, entre les garçons et les filles, les résultats de cet article révèlent qu’en moyenne, les filles francophones de 15 ans du Québec font état d’un niveau d’anxiété mathématique statistiquement plus élevé que les garçons. En outre, les résultats de 2003 et de 2012 montrent que le lien négatif anxiété mathématique/performances en mathématiques est équivalent chez les garçons et chez les filles et donc, qu’il ne semble pas y avoir d’effet de modération de ce lien, par le genre. De là, l’article se penche sur les stratégies d’intervention qui pourraient permettre de réduire l’importance du lien négatif anxiété mathématique/performances en mathématiques, chez les personnes qui se disent anxieuses à l’égard des mathématiques.
Mots-clés :
- anxiété mathématique,
- évaluations à grande échelle en éducation,
- évaluations internationales en éducation,
- facteurs de réussite en mathématiques,
- performances en mathématiques,
- PISA
Abstract
This article paints a portrait of the differences in mathematical anxiety according to gender and the link between mathematical anxiety and mathematical performance, among 15-year-old French-speaking Quebec students who participated in PISA in 2003 and 2012. After verifying the metric and scalar invariance of the PISA mathematical anxiety measure, between boys and girls, the results of this article reveal that, on average, 15-year-old French-speaking girls in Quebec report a statistically higher level of mathematical anxiety than boys. In addition, the results of 2003 and 2012 show that the negative link between mathematical anxiety and mathematical performance is equivalent in boys and girls and, therefore, there does not seem to be any moderating effect on this link, by gender. From there, the article focuses on the intervention strategies that could reduce the importance of the negative link between mathematical anxiety and mathematical performance, in individuals who claim to be anxious about mathematics.
Keywords:
- large-scale educational assessments,
- mathematics anxiety,
- mathematics performance,
- PISA,
- success factors in mathematics
Resumo
Este artigo descreve as disparidades de ansiedade matemática por género e a relação entre ansiedade matemática e desempenho em matemática entre alunos francófonos do Quebec de 15 anos que participaram do PISA em 2003 e 2012. Após verificar a invariância métrica e escalar da medida de ansiedade matemática do PISA, entre os rapazes e as raparigas, os resultados deste artigo revelam que, em média, as raparigas francófonas de 15 anos do Quebec relatam um nível de ansiedade matemática estatisticamente mais alto do que os rapazes. Além disso, os resultados de 2003 e 2012 mostram que a relação negativa entre ansiedade matemática/desempenho em matemática é equivalente entre os rapazes e as raparigas, sugerindo, portanto, que não parece haver um efeito moderador do género nessa relação. A partir daí, o artigo investiga estratégias de intervenção que poderiam ajudar a reduzir a importância da relação negativa entre ansiedade matemática/desempenho em matemática entre indivíduos que expressam ansiedade em relação à matemática.
Palavras chaves:
- ansiedade matemática,
- avaliações em grande escala em educação,
- avaliações internacionais em educação,
- fatores de sucesso em matemática,
- desempenhos em matemática,
- PISA
Appendices
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