The inhibiting effect of symbols on the learning of mathematics is discussed. (MK)

Student, teacher, and teaching causes of mathematics anxiety are discussed. Computer-assisted instruction can reduce mathematics anxieties due to lack of confidence, negative attitudes, teacher bias, authoritarian teaching, lack of variety, lack of relationship with the real world, emphasis on memorization or on speed, or computer phobia. (MNS)

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)

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)

Elementary education majors were administered the Mathematics Anxiety Rating Scale (MARS) to determine their level of anxiety toward mathematics. Results suggested that a high proportion of the female students were math anxious, and this could affect their pupils. (MNS)

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)

The purpose of this paper is to provide educators with information about mathematics anxiety. The focus is on characteristics, causes, and possible solutions for victims of this disorder. The first section of the paper provides a statement of the problem defines the purpose, organization, and limitations of the study, and includes a glossary. The…

Discusses the organization and retrieval of information. Describes the tip-of-the-tongue state during mathematics problem solving. Provides five rules for a deep level of processing of new concepts. (YP)

Anxiety is viewed as a learned response from a negative experience, and teachers are encouraged to work with students in a sensitive, understanding, and encouraging manner. (MP)

Describes math anxiety, explaining roadblocks to mathematics success; discussing strategies for overcoming anxiety (e.g., parent involvement, teacher sensitivity, and peer tutoring); and examining the influence of learning styles on mathematics achievement and attitudes. Mathematics teachers must identify students' problems in mathematics, work…

This paper sought to identify some of the dimensions, correlates, and effective treatments of mathematics anxiety. The introductory section provides a statement of the problem, defines the purpose, organization, and limitation of the study, and includes a glossary of terms. In the second section, an annotated bibliography is presented, organized…

Described in this guide are the techniques used in a mathematics anxiety treatment project. All eighth- and tenth-grade students in two junior high schools and two high schools in a large urban school district were evaluated to determine their "math-anxiety" and "math-achievement" levels. Forty-five junior high and 45 high school girls were…

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Presents eleven open-ended questions used to address students' beliefs about mathematics that were culled from a wide variety of mathematics education populations. Each question is followed by a summary of typical responses from those populations that can help teachers plan instruction and structure the classroom environment. (JJK)

The crisis confronting calculus and mathematics education generally results from a number of failed assumptions implicit in the dominant lecture-homework-exam methodology used in teaching mathematics. Positive resolution of this crisis can be found in adopting a noncompetitive, collaborative approach to mathematics education. (Author)