Open access
Original Paper
Published: 17 October 2026
Differentiated Inquiry Cycles in Mathematics: Action Research on Reducing Dyscalculia Anxiety in Elementary and Middle School Learners
Nurgan Tadeko, Andi Ulfah Khuzaimah, Rizki Ilmianih
1. Dept. of Primary School Teacher Education (PGSD), Faculty of Teacher Training and Education, Universitas Tadulako, Palu, Indonesia (Corresponding Author: nurgantadeko@untad.ac.id); 2. Dept. of Physics Education, Faculty of Teacher Training and Education, Universitas Tadulako, Palu, Indonesia; 3. Dept. of Physics Education, Faculty of Teacher Training and Education, Universitas Tadulako, Palu, Indonesia.
Abstract
Investigating concrete-representational-abstract (CRA) instructional sequences to alleviate math anxiety among elementary and junior secondary students. Standardized anxiety inventories registered a statistically significant decline across two CAR iterations.
Keywords:
Math Anxiety, Dyscalculia, Concrete-Representational-Abstract (CRA), Classroom Action Research, Elementary Education, Differentiated Instruction
Publication Details
| Journal | Journal of Action Research in Education |
| Issue | Volume 1, Issue 1 (2026), pp. 13–24 |
| ISSN (Online) | 3026-8841 |
| Publisher | Global Innovation & Academic Press (GIA Press) |
| Peer Review | Double-blind peer reviewed in accordance with COPE ethical guidelines |
| License | Creative Commons Attribution 4.0 International (CC BY 4.0) |
How to Cite (APA 7th Edition)
Nurgan Tadeko, Andi Ulfah Khuzaimah, Rizki Ilmianih (2026). Differentiated Inquiry Cycles in Mathematics: Action Research on Reducing Dyscalculia Anxiety in Elementary and Middle School Learners. Journal of Action Research in Education, 1(1), 13–24. https://doi.org/10.59653/jarse.v1i01.2027