A study involving 245 sixth grade students in three Israeli schools examined the effects of computer-assisted instruction (CAI) with fixed and adaptive feedback on the subjects' mathematics anxiety and achievement. Although CAI students' scores on anxiety measures were significantly different, no other significant differences were found. (TJH)

Mathematics anxiety was measured in 40 first-year elementary school teachers (grades 2-5) and compared to teaching outcomes. From classroom observations, it was found that those with higher anxiety planned less math and taught non-math content more often, but ratings of the teachers' instructional performance did not differ. (SLD)

Problems facing gifted females include sex role stereotyping and math and science avoidance. Strategies to deal with these problems include advanced placement courses, homogeneous grouping, and career counseling. (CL)

Contrasted two theoretical models to explain the mathematics final exam performance of 143 undergraduates: social learning theory variables and the math aptitude-anxiety models. The social learning theory model accounted for significantly more performance variation, and each of the variables (skills, incentives, efficacy expectations, and outcome…

Statistics Attitude Survey (SAS) scores were significantly related to: (1) cognitive variables such as basic mathematics skills, statistics preknowledge, course grades; and (2) noncognitive factors such as sex, desire to take a course, previous math courses, course status, calculator attitudes, and course and instructor evaluations. (Author/PN)

Twelve games are described which serve to reduce students' mathematics anxiety. Children solve problems by observing, visualizing, manipulating, finding patterns, and using logical sequence. Some games do not involve numbers, but all games require original thinking and encourage intuition. (JMK)

Presents a description of a remedial mathematics program conducted at Bronx Community College, New York, that served a largely Black and Hispanic population. Outlines several techniques for enabling students to overcome their difficulties with mathematics. (APM)

Research findings suggest that (1) females have a higher level of mathematics anxiety; (2) females do not perceive math as useful for their career goals; and (3) females indicate a stronger desire to avoid math when possible. (CT)

The inhibiting effect of symbols on the learning of mathematics is discussed. (MK)

Pre- and postcourse responses from 166 business students confirmed that test-taking and lack of understanding of statistics were the highest sources of anxiety. Statistics course grade was influenced by math anxiety and computer experience. At course end, the greatest improvement was seen in understanding statistics; test anxiety was reduced…

Longitudinal investigation of gender differences in the rate of change in mathematic affect (attitude and anxiety toward mathematics and utility of mathematics) across middle and high school. Finds, for example, no gender differences in the rate of decline in either attitude or utility, but females grew faster in anxiety than males. (Contains 6…

The math performance of 30 18-20 year olds and 37 adult students studying elementary education was compared. Older students did slightly better; adults without math background or who had previous negative math experiences did very well; and those who did well were not likely to choose math as a primary subject. (SK)

Challenges abstract mathematics requirements in U.S. high schools. Refutes various philosophical and psychological assumptions underlying math instruction, particularly the correlation between simple numbers and the physical world, the math/logical thinking connection, and frequency of use arguments. Suggests that high schools require only one…

Developed and tested an audiotaped program for the reduction of math anxiety of (n=20) 9th- and 10th-grade college-bound math students. Those who participated in the treatment had significant reductions in levels of math anxiety. (Author/MKR)

Compared Anxiety Management Training and Systematic Rational Restructuring for reducing self-reported mathematics anxiety in college students (n=60). Results indicated that participants in both groups significantly reduced their anxiety and increased their mathematics performance when compared with control group. Found no difference between two…