The COVID-19 Emergency Transition to Remote Learning: Effects on Undergraduate Mathematics Anxiety
In summer 2020, we surveyed approximately 10% of the 7000 undergraduate students who took a spring 2020 Math course at the University of Arizona. We asked about their experience with the emergency transition to remote learning and, using the Abbreviated Math Anxiety Scale (AMAS), measured their math anxiety before and after the transition. In this presentation we will share our findings on the overall spike in anxiety and which subgroups of the population fared better or worse. These findings are joint work with Alex Farrell, Tiffany Jones, Samantha Kao, and Tynan Lazarus.