A problem influencing mathematics performance and student's perceptions of their ability to learn mathematics is mathematics anxiety. This mixed method study examined the perceptions, correlations, and mathematical conversations of Hispanic fourth and fifth grade low-performing students and their parents. A psychological approach provided the…

Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed…

Many mathematics students require support for learning challenges, such as those invoked by mathematics anxiety. Support for these learning challenges is imparted through personal interactions between the student and the instructor, support staff or their peers. The online delivery of mathematics classes and support meetings reduced the quality of…

Prompting people to estimate climate change numbers before showing them the true value can shift learners' attitudes and conceptions. Yet, interventions created for such a learning experience are not easily accessible to the general public. The purpose of this preregistered study was to address this research gap by developing and testing an openly…

Anxiety surrounding the taking of online statistics courses in higher education is a common issue. Many studies have been conducted on the cause of math anxiety as well as anxiety in computer-based learning. The purpose of this study was to examine whether using gamification and Mayer's Multimedia principles in an asynchronous, online statistics…

By reframing the mathematics test and developing a structure for evaluation, teachers can foster future success in the mathematics classroom.

The purpose of this quantitative comparative study was to identify if and to what extent average mathematics self-efficacy is different in college STEM female students in Virginia by ethnicity and academic level and whether ethnicity-academic level interaction has effect on mathematics self-efficacy. This study was guided by self-efficacy theory,…

The beginning of the school year is a time of intense work for students and teachers, especially if it means learning mathematics in new ways (Ruef 2016). Students need guidance and support if they are shifting beliefs about what it means to do mathematics. This article shows how Torres and her students co-created new ways to be good at…

The flipped classroom (FC) inverts the traditional classroom by having students participate in passive aspects of learning at home and active aspects of learning in class with the guide of an instructor. The introductory statistics course for nonmath majors may be especially suited to the FC model given its unique challenges as a required course…

Mathematics anxiety is a prevalent problem in many K-12 classrooms, and if not appropriately addressed can cause lasting educational harm to students as they enter adulthood. Researchers suggest that the finality of traditional grades has increased mathematics anxiety in today's classrooms. The extreme weight of grades, such as determining…

Struggling math students often have difficulty developing a sense of self-efficacy and intrinsic motivation to learn math, which has been found to predict future math achievement (Pitsia et al., 2017). Conventional methods of math instruction and assessment may provoke elevated levels of math anxiety for many students, which has been found to…

Recently debatable arguments have existed regarding the perceived lack of numerical skills among the graduates from the Humanities and Social Sciences. In response to this concern, the Faculty of Humanities and Social Sciences, Faculties of Art in national universities in Sri Lanka have taken measures to more opportunities to undergraduates to…

The aim of this study was to examine the effects of self-regulated Jigsaw IV on mathematics achievement, self-efficacy beliefs, and mathematics anxiety among 5th-grade students. The pretest and post-test non-equivalent control group design was utilized in the study. The participants consisted of 40 fifth graders, half of them were assigned to the…

This dissertation in practice explores the intersection of computer science education, specifically computational thinking and programming, with mathematics achievement among 15- year-old students in selected English-speaking countries. The research addresses a gap in understanding whether skills developed through computer science can positively…

The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students' math anxiety was negatively…