This article is a commentary for the special issue on affect and mathematics in young children, written from the perspective of research on affect in mathematics education. The studies in this special issue focus on the individual learners' affective traits and use primarily surveys as the method. The most common type of affect is emotions, but…

Immordino-Yang and Gotlieb provide an elegant and helpful framework that integrates neuroscientific and education research on social affective development in their article, "Embodied Brains, Social Minds, Cultural Meaning: Integrating Neuroscientific and Educational Research on Social-Affective Development." Based on previous research,…

In this article, the author talks about the finding of NIACE's inquiry into adult numeracy learning. One clear finding is that more classroom learning for adults will not bring about a more numerate society. The author discusses the need to create a culture in which maths is perceived as worthwhile and even enjoyable. She stresses that at a time…

Math education in the United States remains resistant to systemic change, and our country pays the price. Stemhagen's article "Democracy and School Math" further confirms this trend. Despite repeated calls for reform, decades of research on how people learn, millions of dollars invested in teacher professional development, and years of…

Discusses the similarities between mathematics and sex as a nonlinguistic means of communication and for which there is a fear of performance failure. (MDH)

To help female elementary students overcome computer anxiety (similar to math anxiety) and thereby promote equal use of computers by both sexes, principals should enhance girls' self-concepts concerning computers, provide computer literacy training, and expand girls' career goals. (Author/RW)

Collaborative learning proved to be a key strategy in overcoming fear of math and developing adult numeracy skills. Working in groups enabled sharing, discovery, and reflection on the learning process in a confidence-building atmosphere. (SK)

Defines math anxiety and discusses some of its sources. Suggests methods for instructors in postsecondary institutions to help learners become successful in mathematics. (Contains 33 references.) (JOW)

In traditional Chinese medicine, a key maxim is "Zhi Bing Yao Zhi Gen," which literally means, "To cure a disease one must cure the underlying cause." The author was reminded of this principle when she reflects on K-12 math education reform when the US. President Bush's 2006 State of the Union Address prompted yet another wave…

Research findings indicate that ability grouping does not help remedial students. Cites research studies in mathematics achievement that consistently imply that ability grouping in mathematics harms low-ability and average students. Urges schools to cease grouping students by their supposed abilities. (MLF)

The underrepresentation or absence of blacks in many science and engineering areas is of major concern. A strong mathematics background is essential to success in these fields, and mathematics anxiety is the greatest obstacle facing many black students. Seven common causes of mathematics anxiety among blacks are listed: low expectations and…

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)

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…

Differences in cognitive structure are approached through consideration of cartesian and non-cartesian knowing. Figuration and configuration are described as two layers of cartesian knowing leading to the third layer, the cognitive structure. Knowing in general is then discussed, with comments on learning in another culture, Botswana. (MNS)

Holds that virtually all children possess informal abilities required for school success and that most problems in school mathematics stem from social, personality, or educational factors. Describes children's informal mathematical thinking, presents clinical observations, and discusses implications for instruction of children experiencing…