This paper attempts to generate a comprehensive description of the nature of mathematics anxiety through a synthesis of: (1) the general and test anxiety literatures applied to mathematics anxiety; (2) the mathematics anxiety literature, and (3) case studies developed through in-depth interviews. The indepth interviews were conducted with seven…

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)

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…

This paper presents a meta-analysis study that addresses gender differences in student attitudes toward mathematics for the years 1970 to 1995. A body of 96 primary studies were used including 30,490 students (15,877 female and 14,613 males), 69 journal articles, and 27 ERIC documents in the analysis. The major conclusion of this study is that…

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)

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)

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)

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…

Investigates three cases, in an attempt to find ways of reducing the mathematical anxiety of preservice elementary teachers. Teachers were administered the Mathematics Anxiety Rating Scale for Adults before and after the courses. Reports that no significant reduction of anxiety was detected in either mathematics section, but both sections of the…

An action research project investigated the features of critical theory that were useful for teaching everyday mathematics in an evening course for five Australian adults. The development of a positive, cooperative learning environment, as discussed by M. Frankenstein (1989) and O. Skovsmose (1994) proved to be key in increasing mathematical…

Investigates the relationship between elementary preservice teachers' (n=72) mathematics anxiety levels and learning style preferences. Findings reveal a low but significant positive correlation between mathematics anxiety and a global (right-brain dominant) learning style. (Author/MM)