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)

Elementary education majors were administered the Mathematics Anxiety Rating Scale (MARS) to determine their level of anxiety toward mathematics. Results suggested that a high proportion of the female students were math anxious, and this could affect their pupils. (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)

A historical view of changes in participation of women in mathematics education shows that more females are enrolled in mathematics and science courses now than 10 years ago. Cultural attitudes appear to be changing but still have influence. A current problem lies in computer education, which is now dominated by men. (DF)

A lecture method was compared with a method based on questioning sequences that guided students to discover mathematical principles. Students with high levels of mathematics anxiety had significantly lower achievement. Students with high anxiety benefited more from the expository approach; those with low anxiety benefited more from the discovery…

Examines math anxiety programs in Virginia's colleges, reviewing institutional characteristics, student selection and assessment, and program objectives, emphases, and methods. Concludes that math anxiety programs are few in number, rarely used in remediation, inconsistently defined, and share no single concept of the nature of math anxiety or…

Investigated the prevalence and correlates of math anxiety among college freshmen (N=1,045) and studied its dimensionality based on one measure of math anxiety, the Math Anxiety Rating Scale (MARS). Results indicated most college freshmen reported low levels of math anxiety and that there were no large sex differences. (Author)

A review and a course outline of a workshop conducted at Wayne General and Technical College, a branch of the University of Akron, during seven weeks of Spring Semester 1980 are presented. (MP)

Reasons why fewer females than males continue studying mathematics beyond those courses required for high school graduation or college entrance are examined. Data suggest intervention programs aimed at increasing female participation will be most successful by increasing perceptions of usefulness and generating interest in male-stereotyped…

A survey of 203 elementary teachers revealed that, contrary to popular belief, most elementary teachers do not dislike math and that there is no significant difference between male and female attitudes toward math. Suggests ways to prevent student and teacher math anxiety. (JM)

The author draws from the literature eight specific guidelines for classroom teachers to help them prevent or ameliorate students' math anxiety. Suggestions include: avoid sex stereotyping; help students develop self-confidence; concentrate on problem solving, spatial skills, and the language of mathematics; and provide a relaxed, supportive…

Compared the relationship of sex and sex-role differences to four measures of anxiety: math anxiety, test anxiety, and two measures of trait anxiety. Results indicate females reported higher levels of anxiety on all four scales, and a discriminant functional analysis indicated the greatest difference in math anxiety. (RC)

Systematic desensitization using deep muscle relaxation was significantly successful in the reduction of math anxiety among preservice elementary teachers, but it did not affect their enjoyment of math or their perceptions of its value. Math anxiety was shown to be related to a more globally defined notion of anxiety. (SB)