The question of whether females have less mathematical ability than males is discussed. Games are described that show sex differences and how they have been used to demonstrate the "inferiority" of females. Everyone suffers, it is suggested, when ability is not utilized and potential is ignored. (MLW)

Grade, sex, and race information of 1,391 students registered in Introduction to Business Statistics at the University of Tennessee at Chattanooga were gathered to investigate sex and race differences in achieving quantitative competencies. Results indicated that females scored significantly higher than males, whereas blacks scored significantly…

Investigated factors associated with mathematics anxiety in 63 undergraduates who completed four anxiety measures prior to completing three math tasks. Results indicated math anxiety measures were more related to each other than to test anxiety. Ability, physiological and avoidance measures showed little relation to math anxiety. (JAC)

Compared the cognitions of high and low math anxious undergraduates (N=71) who were asked to think aloud while solving mathematical problems. Results showed no anxiety-related differences for either performance or 11 categories of cognitions, and no sex differences in performance or for a linear combination of cognitions. (JAC)

Examined whether mathematics-related self-efficacy mediated the effects of gender and mathematical preparation and achievement on math relatedness of college major choice in 117 undergraduates. Results showed that math self-efficacy predicts both math anxiety and math-related major choices. Gender alone appeared insufficient to explain…

Achievement of women in an all-female section of a noncredit, basic algebra course was compared with achievement of women in mixed-sex classes at Indiana University. Women who selected the all-female section had lower mathematical ability scores, yet attained significantly higher achievement scores. (MNS)

Details a study that investigated the correlation between attitude toward mathematics learning and mathematics achievement. (FL)

A case study is presented of an eight-year-old girl who, despite very high intelligence in general, exhibited underachievement in math. By modifying her self-defeating definitions of task difficulty, educators and her parents were able to encourage her and improve her math achievement to be commensurate with her general intelligence. (Author/PB)

Grade point average, mathematics course enrollment, sex, spelling, and language expression were found to be more potent predictors of mathematics anxiety than were mathematics achievement variables. Verbal skill, as well as taking more mathematics courses, seemed to be good predictors of overall mathematics achievement. (MNS)

Investigated sex differences in computer attitude and aptitude and the relationship of these variables, math aptitude, math anxiety, and scholastic achievement to computer involvement among college freshmen (N=941). Sex differences were found in attitudes, computer aptitude, and math prerequisites. Computer aptitude related to math ability and…

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)

This paper is based on the on-going research, work, and teaching carried out in the Mathematics Foundations Course (MFC) at Goldsmiths College, University of London. Teaching is a very intimate and rewarding experience for the mathematics lecturer as well as for the adult student. Mathematics lecturers and adults should be challenged by their…

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…

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

This book about mathematics anxiety focuses on many factors in society that bring about fear and avoidance of mathematics, and the influence of these factors on various groups in the population. The book begins with several stories of people who have suffered from or overcome mathematics anxiety, followed by a chapter giving reasons for overcoming…