Finds that computer and mathematics avoidance among women is the result of attitudes, expectations, and discrimination. Present-day creative computing relies upon skills not limited to those with a math and science orientation, and should prove a rewarding occupation to women. (DM)

Students are often as mystified by mathematical procedures as they are by magic tricks. This article suggests ways of making the estimation of how many jelly beans in a jar and the 20-questions game less magical and more understandable. (MKR)

Gives examples of classroom organization and instructional techniques that use, rather than ignore, subcultural differences in learning styles in order to increase minorities' achievement in mathematics. (GC)

Studied the use of humorous cartoons to reduce the anxiety levels of students in statistics classes. Used the Mathematics Anxiety Rating Scale (MARS) to measure the level of student anxiety before and after a statistics course. Found that there was a significant reduction in levels of mathematics anxiety after the course. (SLM)

A case study is presented of an eight-year-old girl who, despite very high intelligence in general, exhibited underachievement in math. By modifying her self-defeating definitions of task difficulty, educators and her parents were able to encourage her and improve her math achievement to be commensurate with her general intelligence. (Author/PB)

Discusses students whose mathematics anxiety resulted from past abuse, verbal or physical, by a teacher or parent while doing mathematics. Presents two examples of math abuse, the resulting math anxiety, and how the issues were addressed. Contains 14 references. (ASK)

Unfortunately, many students have negative feelings toward mathematics that can lead to math anxiety and subsequent poor performance in or avoidance of mathematics classes. These feelings may have been brought about by negative math classroom experiences, negative parental attitudes toward math, or societal stereotyping of mathematics. The notions…

The range of problems associated with learned helplessness in mathematics is introduced through three hypothetical case studies. Then the basic theory of, the evidence for, and variables affecting learned helplessness are described. Issues of cure and prevention are discussed, and some suggestions are offered for teachers. (MNS)

Provides a review of the literature related to math anxiety, indicating that society needs to eradicate the myth that females are more anxious about mathematics than males. Several options for eliminating math avoidance and math anxiety are considered. (JN)

Math anxiety affects both sexes, and is not the cause of imbalance in mathematical professions. Attempts to broaden perceptions of mathematics deal only with the symptoms of math anxiety. The principal cause is the methodology used to teach mathematics. Problem-solving processes must be employed. (MNS)

A variety of techniques for incorporating writing--the writing of letters, the keeping of logs, the devising of word problems--into the mathematics curriculum are discussed. The benefits from using an integrated approach are indicated. (DG)

Some misconceptions about learning are discussed and specific suggestions for helping students in a college developmental mathematics class learn how to learn mathematics are presented. Extensive footnotes are appended. (MNS)

Reviews literature on developmental students' negative attitudes toward mathematics and themselves. Describes a model for math tutoring emphasizing the reduction of math anxiety and development of capacities for independent learning through dialogue, analysis of error, response to affective needs, reeducation about the learning process, and…

This paper describes a framework for making sense of the relationship between emotions, cognition, mathematical activity, and mathematical beliefs. Subjects were participants in a special mathematics anxiety program. Beliefs are classified as instrumental and relational approaches to a situation. Emotion is also distinguished as a two-faceted…

Discusses the presence of math anxiety in otherwise gifted secondary students. It suggests the use of bibliotherapy and offers a sample lesson plan focused on the children's book, "Math Curse," to help students see mathematics as a tool for making life easier. An appendix provides an annotated listing of teacher resources on math anxiety. (DB)