A Preliminary Exploration of Math Anxiety Experienced by Generation Z College Students in Introductory Math Courses
Location
Preston 1
Session Format
Presentation
Abstract
The preliminary proposed research has been informed by a mixed-methods approach, and the conceptual moorings of transformative initiatives of the late Bob Moses Algebra Project will serve as the contextual Framework for this research on Generation Z and the implications of mathematics engagement and experiences in selected African American communities.
Many people lack an understanding of basic math concepts and related reasoning skills. Misinterpreting numbers can lead to poor decision-making. For example, selected research findings by James-Gallaway (2022) related to the black community of the post-segregation era suggested that the implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude. For Generation Z students, who have experienced the COVID-19 Pandemic during their educational matriculation toward college, there may be more variables and factors needed for investigation by educators and society to advance math preparation.
In an era of global competitiveness, financial illiteracy and innumeracy can significantly hinder the ability to assess risks and accurately perceive probabilities. In a world where many significant life decisions may have financial implications, possessing strong math skills may influence the future aspirations and opportunities for Generation Z students in general and for Black, Brown, and all students without adequate fundamental math skills and generational wealth for effective math educational acquisition and support.
Keywords
Math Anxiety, Generation Z, The Algebra Project, PISA, TIMSS, and NAEP
Professional Bio
Gailetta Suttles is the Executive Director of Academic Budgeting and Administration, the Office of the Provost and Senior Vice Chancellor for Academic Affairs at Fayetteville State University. Suttles-Battle has over 19 years of experience working at Fayetteville State University in various roles. Before returning to FSU, she worked in the Budget Department for the City of Fayetteville. During her tenure, she assisted with the allocation of the city's $242 million budget. Suttles has over 25 years of experience in budgeting and administration, including approximately 20 years in higher education. Throughout her career, she has provided leadership to facilitate the cost-effective utilization of state resources. Suttles received her Bachelor of Science in Accounting and Master of Business Administration from Fayetteville State University. She is currently pursuing a Doctorate in Educational Leadership from Fayetteville State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Suttles-Battle, Gailetta and Moffett, Noran L., "A Preliminary Exploration of Math Anxiety Experienced by Generation Z College Students in Introductory Math Courses" (2026). Georgia Educational Research Association Conference. 31.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/31
A Preliminary Exploration of Math Anxiety Experienced by Generation Z College Students in Introductory Math Courses
Preston 1
The preliminary proposed research has been informed by a mixed-methods approach, and the conceptual moorings of transformative initiatives of the late Bob Moses Algebra Project will serve as the contextual Framework for this research on Generation Z and the implications of mathematics engagement and experiences in selected African American communities.
Many people lack an understanding of basic math concepts and related reasoning skills. Misinterpreting numbers can lead to poor decision-making. For example, selected research findings by James-Gallaway (2022) related to the black community of the post-segregation era suggested that the implementation of school desegregation promoted a tacit curriculum of Black intellectual ineptitude. For Generation Z students, who have experienced the COVID-19 Pandemic during their educational matriculation toward college, there may be more variables and factors needed for investigation by educators and society to advance math preparation.
In an era of global competitiveness, financial illiteracy and innumeracy can significantly hinder the ability to assess risks and accurately perceive probabilities. In a world where many significant life decisions may have financial implications, possessing strong math skills may influence the future aspirations and opportunities for Generation Z students in general and for Black, Brown, and all students without adequate fundamental math skills and generational wealth for effective math educational acquisition and support.
