A STUDY ON STRUCTURES OF CHILDRENS ARITHMETIC ANXIETY AND METHODS OF TEACHERS SUPPORTS - EXAMINATION FROM SOCIAL SUPPORT

The purpose of this study was to investigate, with elementary school 5 th and 6th graders, structures of children's arithmetic anxiety and me thods of teacher's supports. The results of the investigation indicate d that : (1) As children's arithmetic anxiety, 4 factors (F1 : in clas s; F2 : failure to solution of problems; F3 :concerning the teacher; F 4 : connected to surroundings) were extracted. (2) There was every pos sibility with matter related to children's arithmetic anxiety that the teacher practiced supports children wanted but not the amount of supp orts. OA gap of supports between the children's expectation from the t eacher and teacher's influenced on arithmetic anxiety in girls. (4) In arithmetic anxieties that were related immediately to problem solutio n, children wanted the teacher's instrumental support, and the trend w as stronger in children with higher arithmetic anxiety. (5) On the con trary, in arithmetic anxieties with no immediate relation with problem solution, children wanted the teacher's emotional support, and the tr end was seen higher in girls.