Contends that in order to improve middle school mathematics achievement in the United States, "explain-practice-memorize" teaching methods need to give way to problem solving, solution inventing, and reflecting on work, while avoiding anxiety. Presents a series of solutions focusing on classroom strategies, lesson plans, resources for…

This article announces a study by the International Commission on Mathematical Instruction (ICMI) concerning the public image of mathematics and mathematicians. Discusses the general frameworks, features, and methods of the popularization of mathematics. (YP)

A study of sex differences and stereotypes in gifted fourth grade students' attitudes toward mathematics found harmful stereotypical thinking regarding females and mathematics is evident. It is concluded that this may promote underachievement in girls. (MSE)

A study examined the retirement planning of women between 40 and 55 years of age within the framework of family resource management. Personal characteristics inhibiting retirement planning were fear of financial risk, lack of perceived personal control, unwillingness to take risks, lack of belief in control of one's own life, and math anxiety.…

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…

Discusses a method of teaching math students to conquer their math anxiety. Describes a student assignment to write metaphors describing their frustrations with mathematics. Outlines a method of converting the students' metaphors into poems by programming a computer to select words by scanning a list of metaphors to generate a poem. (CR)

Considers the way in which games can be woven into the curriculum to help pupils practice their mental skills in a situation quite different from the traditional mental test and in a way which reduces the pressures felt by pupils. (ASK)

Investigated changes in mathematics anxiety among future teachers in two mathematics materials and methods classes incorporating Bruner's framework of developing conceptual knowledge before procedural knowledge and the use of mathematics manipulatives. Pretest-posttest comparisons showed significant reductions in overall mathematical anxiety,…

Investigated mathematics teacher practices that contributed to classroom psychological environments on the first days of school. Student and teacher data indicated that teachers' early classroom environments were either: supportive, nonsupportive, or ambiguous. Teachers' motivational and organizational discourse patterns near the end of the year…

Having taught developmental mathematics for a number of years, the author is keenly aware of the effects of math anxiety on developmental math students. Math-anxious students complain of such things as nervousness, inability to concentrate, a blank mind, and a feeling of sickness when they are confronted with taking a math test. Math anxiety is…

This paper reports the results of a study conducted by the instructor of a pre-service mathematics methods course for the purpose of improving her teaching practice and course design. Novice teachers who graduated from the course were questioned about their math anxiety levels and use of approaches and strategies in their own math programs. They…

Measures of anxiety toward statistics and belief in certain stereotypes about statistics were administered to graduate students in nursing and education at the beginning and end of a statistics course. Factor analysis showed three dimensions of negative perceptions. Anxiety decreased during the course. Implications for curriculum evaluation are…

Administered the Mathematics Anxiety Rating Scale to Introductory Statistics college students. A high mathematics anxiety was associated with lower performance on a statistics examination. Classroom stress-coping intervention reduced anxiety and physiological stress responses, but did not improve academic performance. (Author/KS)

Approaches to mathematics instruction are listed which: (1) enable teachers to encourage divergent thinking about mathematics questions; (2) help low achievers develop mathematics literacy; (3) alleviate mathematics anxiety; and (4) initiate a systematic reading program. The SQ3R (Survey, Question, Read, Recite, and Review) strategy is suggested…

Mathematics success or failure is noted as possibly related to the way in which material is presented rather than to the subject itself. Teachers are encouraged to have pupils complete a questionnaire that is designed to measure their mathematical "state of health." Instructors are told to identify learning styles. (Author/MP)