Discusses the formation of a geometry club in which members (students, teachers, staff) of a high school meet in order to discuss and demonstrate the mathematics in Euclid's Elements. (MKR)

Investigates the types of instructor behavior that created or exacerbated mathematics anxiety in students. Determines the grade level at which mathematics anxiety first occurred in these students. Concludes that several factors can cause mathematics anxiety, instructor behavior being one of them. (ASK)

Discusses students whose mathematics anxiety resulted from past abuse, verbal or physical, by a teacher or parent while doing mathematics. Presents two examples of math abuse, the resulting math anxiety, and how the issues were addressed. Contains 14 references. (ASK)

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)

Discussed are experiences with students having mathematics anxiety. Describes how to increase the students' confidence and a method of guided practice. (YP)

Proposes a new geometry curriculum for motivating middle school students. Discusses the treatment of geometry including visual justifications of geometric phenomena, examination of the properties of various common geometric figures, use of art and architecture, and inspection of geometric transformations. Eleven references are listed. (YP)

Proposes offering college students an optional performance contract that requires full class participation and resubmission of incorrect test items to alleviate mathematics anxiety. A comparison of students opting or not opting for the contract indicated that contracted students outperformed their counterparts in the latter stages of the course.…

Presents and discusses three instruments to evaluate: (1) student self-assessment; (2) assessment of cooperative learning tasks; and (3) student assessment of their teacher's effectiveness. Examples of the instruments are provided. (MDH)

Discussed are two practices that can affect the confidence and attitude of students toward mathematics. The first is a questioning technique that allows students to verbalize their progress up to a perceived impasse. The second discusses the possible negative results of sending students to the blackboard and provides suggestions to improve the…

The author's personal experiences in overcoming mathematics anxiety provide insights into how teachers can create a classroom environment to help students develop self-confidence by assessing students' feelings, using cooperative-learning techniques, showing more patience, and having students write about their experiences. (MDH)