Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external…

This paper discusses the production of a digital environment to foster the learning of conics through augmented reality. The name conic refers to curves obtained by the intersection of a plane with a right circular conical surface. The environment gives students the opportunity to interact with the cone and the plane as virtual objects in real…

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high…

Lauren Seymour recounts her experience as a first year teacher dealing with a senior who could not pass the math California High School Exit Exam (CAHSEE) through no fault of her own. Math so overwhelmed the student that she shuddered every time her math teacher approached her. Team interventions for this student in both basic operations and…

This study applied expectancy-value theory, social cognitive theory and math anxiety theory from academic motivation literature to understand the impact of math anxiety on attitudes and interest in STEM educational pathways. The purpose of this study was to determine if math anxiety was a barrier for student enrollment in STEM pathways. This study…

The purpose of this study was to investigate Turkish high school students' attitude and anxiety levels towards mathematics. For this purpose, the methodology employed in this study was a descriptive study. The participants of the study consisted of 361 high school students from three different high school types from a province in Turkey during…

The aim of this was to find out the reason for low performance in West African Examinations Council final examination in Core Mathematics. The exploratory research design was used for the study. A population of two hundred (200) students; 100 females and males in a breakdown of 50 males and 50 females from SHS and 50 males and 50 females from JHS…

Mathematics anxiety typically involves apprehension toward activities that require computation, which can lead to complications in every-day-life activities (Ashcraft, 2002). Mathematics anxiety also has become accepted as an issue associated with academic success for both children and adults (Ashcraft, 2002; Ashcraft & Moore, 2009; Beilock,…

This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and…

Mathematics education usually concentrates on achievement in cognitive domain. As the subject triggers many negative emotions among students, research in mathematics education needs attention on affective outcomes. Learning goals, perseverance, learning strategy and decision regarding future learning may influence students' affect. Students hold…

This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…

Ninety-three (n = 93) students in grades 9-12 who failed the Virginia Standards of Learning mathematics test were placed into experimental and control groups. Pre and posttest measures for general and mathematics anxiety, and physical symptoms of stress were administered. The Expressive Writing intervention was used with both groups where the…

This study examined mathematics anxiety among high and low achieving students (N = 237, grades 9 and 10) by contrasting trait (habitual) and state (momentary) assessments of anxiety. Previous studies have found that trait anxiety measures are typically rated higher than state measures. Furthermore, the academic self-concept has been identified to…

This study examines the relationship between mathematics test anxiety and numerical anxiety on students' mathematics achievement. 140 pre-university students who studied at one of the institutes of higher learning were being investigated. Gender issue pertaining to mathematics anxieties was being addressed besides investigating the magnitude of…