Publication Date
| In 2025 | 12 |
| Since 2024 | 119 |
| Since 2021 (last 5 years) | 437 |
| Since 2016 (last 10 years) | 803 |
| Since 2006 (last 20 years) | 1144 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
| Practitioners | 169 |
| Teachers | 134 |
| Researchers | 65 |
| Administrators | 9 |
| Students | 9 |
| Parents | 7 |
| Policymakers | 7 |
| Counselors | 3 |
| Media Staff | 1 |
Location
| Turkey | 73 |
| Australia | 61 |
| Canada | 37 |
| United Kingdom | 37 |
| United States | 24 |
| California | 20 |
| Nigeria | 19 |
| Mexico | 17 |
| United Kingdom (England) | 17 |
| China | 15 |
| Germany | 14 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 3 |
| Carl D Perkins Vocational and… | 2 |
| Equal Access | 1 |
| Individuals with Disabilities… | 1 |
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkEidlin-Levy, Hili; Avraham, Elad; Fares, Laurain; Rubinsten, Orly – International Journal of STEM Education, 2023
Background: Links between math anxiety and the choice of a math-intensive career might change over develop- ment and difer by gender. The study included three research populations: primary school (N=87, 48 females, mean age=10.2), high school (N=107, 61 females, mean age=15.7), and university students (N=100, 53 females, mean age=27.4). Students…
Descriptors: Mathematics Anxiety, Career Choice, Academic Achievement, Gender Differences
Download full textChristine Anne Bautista – Teachers and Curriculum, 2023
The purpose of this review was to analyse empirical studies related to reducing mathematics anxiety in the classroom. A scoping process was used to locate literature, and a thematic method was used to analyse and group the data obtained from the studies. A total of 14 articles published between 2014 and 2022, mostly using mixed-methods approaches,…
Descriptors: Mathematics Anxiety, Metacognition, Stress Management, Negative Attitudes
Hilz, Anna; Aldrup, Karen – AERA Online Paper Repository, 2023
Studies on math learning programs are lacking that consider a wide set of outcome variables, and students' practice behavior. Therefore, we investigated whether an adaptive arithmetic learning program fosters students' math performance (addition and subtraction), math self-concept, and a reduction of math anxiety, and how practice behavior…
Descriptors: Self Concept, Mathematics Instruction, Mathematics Anxiety, Arithmetic
Sarfo, Jacob Owusu; García-Santillán, Arturo; Adusei, Henry; Molchanova, Violetta S.; Drushlyak, Marina; Semenikhina, Olena; Donyeh, Philip Soyiri; Zand, Somayeh; Najafi, Reza; Enea, Violeta; Malik, Sadia; Ashraf, Farzana; Malik, Najma Iqbal; Ansah, Edward Wilson; Wongcharee, Hattaphan; Egara, Felix O.; Tipandjan, Arun; Cudjoe, Josephine; Azam, Uzma; Hassan, Mohammed Salah; Helmy, Mai; Vally, Zahir – European Journal of Contemporary Education, 2020
Mathematics anxiety (MA) has a debilitating impact on learning, achievement, mental health, and the future career life of students. Though MA is a popular research theme, there is little agreement among researchers regarding the cross-cultural effect of gender. The purpose of this paper was to explore the perceived MA differences among males and…
Descriptors: Gender Differences, Mathematics Anxiety, Cross Cultural Studies, Statistical Analysis
Kiss, Allyson J.; Vukovic, Rose – Psychology in the Schools, 2021
Little is known about how math anxiety in parents may relate to engagement in their children's education (i.e., parent involvement, parent educational expectations) or children's math outcomes (i.e., child math achievement and child math anxiety). The current exploratory study examined these relations between parents and their fifth grade…
Descriptors: Mathematics Anxiety, Parent Influence, Parent Participation, Mathematics Achievement
Butun, Mesut – Journal of Turkish Science Education, 2021
The aim of the research is to examine preservice science and preservice mathematics teachers' mathematics anxiety and beliefs about the nature of mathematics, as well as to reveal whether they differ according to the teacher training program. Moreover, this study investigates whether there is a relationship between beliefs about the nature of…
Descriptors: Preservice Teachers, Science Teachers, Mathematics Teachers, Mathematics Anxiety
Naseem, Afshan – Bulletin of Education and Research, 2021
The purpose of the study was to see the effect of quizzes on anxiety and performance in mathematics at middle-level students. Seventy-two participants from a public sector high school were chosen carefully. In experimental designs, the Pretest Posttest Non-equivalent Control Group Design was selected for the study. The instruments for measuring…
Descriptors: Mathematics Tests, Mathematics Anxiety, Grade 7, Mathematics Instruction
Ersozlu, Zara; Blake, Damian; Usak, Muhammet; Hawken, Stuart – European Journal of Educational Research, 2022
Mathematics anxiety in initial teacher education is a growing issue that reflects on teacher quality and their student's maths anxiety and abilities. Previous studies have presented a range of different perspectives to mathematics anxiety. We aimed to explore further the reasons of mathematics anxiety in preservice teachers and suggest some…
Descriptors: Mathematics Anxiety, Test Anxiety, Preservice Teacher Education, Preservice Teachers
Juniati, Dwi; Budayasa, I. Ketut – European Journal of Educational Research, 2022
This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills…
Descriptors: Cognitive Processes, Affective Behavior, Academic Achievement, Preservice Teachers
Dempster, T. Scott – BU Journal of Graduate Studies in Education, 2022
Students in Manitoba have demonstrated a lower-than-average understanding of mathematics concepts. Two areas that contribute to this level of understanding are quality of instruction and math anxiety in students and teachers. Quality of instruction can be addressed through the intentional design of lessons around quality, deeper thinking tasks.…
Descriptors: Foreign Countries, Mathematics Instruction, Concept Formation, Low Achievement
Uddin, Muhammad Sharif – International Electronic Journal of Mathematics Education, 2022
This mini-ethnographic study investigated the role of the student-teaching experience on removing student teachers' math anxiety. Data were collected from four elementary student teachers using semi-structured individual and group interviews during the second phase of their student-teaching period. Thematic content analysis was used to analyze…
Descriptors: Mathematics Anxiety, Student Teaching, Student Teachers, Teaching Experience
Crook Smith, Kathleen L. – ProQuest LLC, 2022
Many factors are known to affect mathematics education. The purpose of this quantitative, correlational study was to examine if there is a predictive relationship between Mathematics Self-Efficacy and Mathematics Anxiety and whether or not Mindfulness moderates this relationship in preservice teachers. Theoretical foundation for the study included…
Descriptors: Correlation, Mathematics Anxiety, Prediction, Self Efficacy
Glen D. Widmer – ProQuest LLC, 2022
The purpose of this study is to examine how teachers can employ listening practices to gain a heightened understanding of not only what their students understand and how they are thinking about mathematics, but also as a way for teachers to build their own conceptual understanding of mathematics by reflecting on the different approaches their…
Descriptors: Mathematics Instruction, Teaching Methods, Pedagogical Content Knowledge, Listening Skills
Li, Tianyu; Quintero, Michaela; Galvan, Michael; Shanafelt, Sierra; Hasty, Leslie M.; Spangler, Derek P.; Lyons, Ian M.; Mazzocco, Michèle M. M.; Brockmole, James R.; Hart, Sara A.; Wang, Zhe – Journal of Educational Psychology, 2023
Math anxiety (MA) and math performance are generally negatively correlated (Barroso et al., 2021; Namkung et al., 2019). However, the mechanisms underlying this negative association remain unclear. According to the attentional control theory (ACT; Eysenck et al., 2007), anxious individuals experience impaired attentional control during problem…
Descriptors: Correlation, Eye Movements, Problem Solving, Mathematics Anxiety
Oladejo, Adekunle I.; Olateju, Taibat T.; Okebukola, Peter A.; Agboluaje, Taiwo M.; Sanni, Rasheed; Shabani, Juma; Akinola, Victor O.; Ebisin, Aderonke – School Science and Mathematics, 2023
This study explored the potency of CTCA in reducing math anxiety and promoting meaningful learning of mathematics among secondary school students. The study adopted a mixed-method (explanatory sequential) design involving a quasi-experimental design and individual in-depth interviews. Participants were drawn from two schools, purposively selected…
Descriptors: Mathematics Anxiety, Mathematics Instruction, Secondary School Students, Mathematics Achievement
