Mathematics Anxiety Learning Phenomenon: Adult Learner’s Lived Experience and its Implications for Developmental Mathematics Instruction

TL;DRAbstract

Previous studies of mathematics anxiety tend to focus on the objective and interobjective data of individual learner’s behaviors. Using Wilber’s Integral Model to identify gaps in research literature, this dissertation examined the life history of six anxious adult learners. The lived experience data from interviews and journal writing collectively disclosed the nature of Mathematics Anxiety Learning Phenomenon (MALP) at left-hand quadrants (subjective and intersubjective), responding to five research questions: (1) What are the learner’s personal beliefs on learning mathematics, on their own abilities in learning mathematics, and on what constitutes mathematics in their eyes? When grouped with other individuals, how do they interact in the learning environment? (2) What are the roadblocks that prevent a learner to succeed in mathematics? What are the manifestations of these roadblocks? (3) What are the underlying cultural beliefs in MALP, and how is the culture passed on to others and

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