Relevant bibliographies by topics / Math anxiety

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Math anxiety'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2025

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Journal articles on the topic "Math anxiety"

1

Tobias, Sheila. "Math Anxiety." Science 237, no. 4822 (September 25, 1987): 1556. http://dx.doi.org/10.1126/science.237.4822.1556.a.

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Beilock, Sian L., and Erin A. Maloney. "Math Anxiety." Policy Insights from the Behavioral and Brain Sciences 2, no. 1 (October 2015): 4–12. http://dx.doi.org/10.1177/2372732215601438.

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The United States is currently not producing enough graduates in science, technology, engineering, and math (STEM) fields to meet the demands of a technology-dependent society. Although there are many efforts in place to improve STEM education in the United States, most notably, President Obama’s Educate to Innovate campaign, these efforts focus mostly on innovating the teaching of math content and less on the role of affective factors in math achievement. Here we discuss a phenomenon known as math anxiety (i.e., negative feelings of tension and fear that many people experience when engaging in math) and the implications math anxiety carries for math success and STEM engagement. We begin by highlighting the most recent findings from research in psychology, education, and neuroscience on math anxiety. We then discuss the consequences of math anxiety as well as likely causes and promising remediations. We suggest that the initiatives currently underway to improve STEM involvement and achievement would benefit from educating current and future teachers, parents, and even students about math anxiety, its causes, consequences, and possibilities for amelioration.
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Royse, David, and Elizabeth Lewis Rompf. "Math Anxiety." Journal of Social Work Education 28, no. 3 (October 1992): 270–77. http://dx.doi.org/10.1080/10437797.1992.10778780.

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Evens, Aden. "MATH ANXIETY." Angelaki 5, no. 3 (December 2000): 105–15. http://dx.doi.org/10.1080/09697250020034788.

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TOBIAS, S. "Math Anxiety." Science 237, no. 4822 (September 25, 1987): 1556. http://dx.doi.org/10.1126/science.237.4822.1556.

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Silva Gusmão, Anderson, Anderson Cleyton Felipe Gaudêncio, João Bonifácio da Silva Júnior, and Robson Nestor Felipe Gaudêncio. "MATH ANXIETY." Journal of Interdisciplinary Debates 5, no. 02 (May 23, 2024): 01–16. http://dx.doi.org/10.51249/jid.v5i02.2063.

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Mathematics anxiety has been the subject of growing academic interest, as it can significantly impact academic performance and individuals’ relationship with mathematical content throughout their lives. This narrative review aims to understand the conceptual evolution, causes and possible interventions associated with mathematics anxiety. Using a bibliographic methodology, articles, books and reports published in renowned academic databases were analyzed. As the main theoretical framework, the cognitive-behavioral perspective was adopted, which understands mathematical anxiety as a result of interactions between cognitive, behavioral and environmental processes. The results point to a multifaceted understanding of the phenomenon, highlighting not only individual factors, such as self-efficacy and past experiences, but also external factors, such as teaching methods and teachers’ attitudes. Interventions aimed at reducing mathematics anxiety have focused on both pedagogical strategies and psychotherapeutic approaches, demonstrating the need for an interdisciplinary approach to tackle the problem. This work contributes to the literature by consolidating dispersed knowledge and indicating future paths for educational research and practice.
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Stuart, Vanessa. "Math Curse or Math Anxiety?" Teaching Children Mathematics 6, no. 5 (January 2000): 330–35. http://dx.doi.org/10.5951/tcm.6.5.0330.

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R. Martinez, Joseph G. "Preventing Math Anxiety." Academic Therapy 23, no. 2 (November 1987): 117–25. http://dx.doi.org/10.1177/105345128702300201.

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Adams, Colin. "Overcoming math anxiety." Mathematical Intelligencer 23, no. 1 (December 2001): 49–50. http://dx.doi.org/10.1007/bf03024518.

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Ashcraft, Mark H., and Jeremy A. Krause. "Working memory, math performance, and math anxiety." Psychonomic Bulletin & Review 14, no. 2 (April 2007): 243–48. http://dx.doi.org/10.3758/bf03194059.

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Dissertations / Theses on the topic "Math anxiety"

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Douglas, Andrew. "Math anxiety, math self-concept, and performance in math." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ54511.pdf.

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Mitchell, Karen Michelle. "Best Practices to Reduce Math Anxiety." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936027.

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The subjects of science, technology, engineering, and math (STEM) have grown in importance because they are fundamental to the future quality of life and the ability to compete in today’s global society. The demand for STEM careers is increasing; however, the United States is having difficulty meeting this demand. Society needs students who can research and think critically, so they can be proficient in STEM education and become the next generation of mathematicians, scientists, technologists, and engineers. Mathematical proficiency is of particular concern because while it is required for STEM education success, individuals find it challenging.

Both adults and children have apprehension about mathematics, and their negative attitudes toward math develop a barrier to STEM education and careers. This negative math phobia, or math anxiety, causes a decrease in math achievement. This study explored the perceptions of elementary teachers in establishing a classroom environment free of math anxiety. Specifically, this study focused on best practices that teachers incorporate in order to reduce math anxiety.

The purpose of the study was to (a) determine the strategies and practices teachers employ to reduce math anxiety, (b) determine the challenges teachers face in reducing math anxiety, (c) determine how teachers measure the success of their practices in reducing math anxiety, and (d) determine the recommendations teachers would make for future implementation of strategies in reducing math anxiety.

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Grossmann, Sandra Joy. "Math Anxiety, Coping Behavior, and Gender." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4857.

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Non-math majors enrolled in lower-division math courses at an urban university were surveyed on their math attitudes, coping behaviors, and math anxiety (MATHANX). The Revised Ways of Coping Checklist (RWCC), Revised Math Anxiety Rating Scale, and other questions were presented to 30 men and 32 women. Hierarchical regressions showed that after controlling for attitudinal covariates, emotion-focused coping behaviors (EMOTFOC) were strongly associated with MATHANX (F(5,54)=18.66, 12 < .0001), but problem-focused coping behaviors (PROBFOC) were not. The RWCC subscale most highly correlated with MATHANX was Wishful Thinking (r = .70, p < .0001). Ss were then dichotomized on PROBFOC and EMOTFOC, providing four behavioral groups. An ANCOVA controlling for attitudinal covariates showed behavioral group membership significant with respect to MATHANX (F(3,58)=6.07, p < .001), and an ANOVA revealed that students who reported high EMOTFOC coupled with low PROBFOC experienced the greatest MATHANX (,E(3,58) = 12.66, p < .0001). Males and females reported virtually identical MATHANX (M=36.30 for males, 36.44 for females), and the only significant gender difference was for avoidance coping, which was used more by males (F(1,60) = 5.43, p < .03]. Results from this study suggest that fewer gender differences may exist in MATHANX and coping than have been found in the past. Additionally, this study identifies the need for future research to determine whether EMOTFOC is the behavioral component, or one of the determinants, of math anxiety.
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Legg, Angela Marie. "Metacognition moderates math anxiety and affects performance on a math task." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/angela_m_legg/Legg_Angela_M_200901_MS.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker, Jr. ETD. Includes bibliographical references (p. 51-57) and appendices.
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Hocker, Tami. "A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636467.

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ABSTRACT This study?s purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain growth and learning supported by positive math mindset. Young adult public charter high school at-risk students were surveyed before and after completion of the experimental intervention to measure their perceptions in the domains of Math Mindset, Math Anxiety, and View of Math. The results revealed significant differences in the treatment group?s pre-to post-test perceptions in all three math domains (p < .001) Comparison between the experimental and control groups were conducted, revealing significant differences between the two group in all three domains of math. These results point to the effectiveness of the experimental curriculum and instructional techniques to positively impact students? perceptions of Math Mindset, reduction of Math Anxiety, and improvement in View of Math. Keywords: [mindset, mathematics, math anxiety, view of math, math curriculum, education, at-risk]

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Sevey, Brittany Christine. "Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469.

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Batton, Melissa. "The effect of cooperative groups on math anxiety." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/822.

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Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to investigate the effectiveness of cooperative groups on the math anxiety levels of Grade 5 male and female students. The theoretical foundation of the study included Vygotsky's social learning and Piaget's concept of knowledge. Thirty-two students from 2 Grade 5 classrooms were administered the pre and post MASC inventory. A repeated-measure ANOVA was used to compare the overall mean difference for each group. Key results revealed that students in the treatment group (cooperative grouping) had less math anxiety after 9 weeks than students involved in the control group (noncooperative grouping). Females in the treatment group had lower math anxiety scores than the females in the control group, while males in the treatment group showed no change in math anxiety levels when compared to males in the control group. A conclusion from this study suggests that cooperative grouping, especially for females, may have a positive impact on students' attitudes and overall mathematics performance. It is recommended that administrators schedule professional development on cooperative grouping to implement successful cooperative learning in the classroom. Positive social change could be realized by teachers incorporating strategies in lessons that promote a positive learning environment as well as support learning and academic achievement.
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Palmgren, Ellinor, and Christina Magnusson. "Matematikångest - Utifrån livsberättelser : Math anxiety based on lifestories." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90093.

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Den här studien utgår från livsberättelser baserad på såväl narrativ teori som metod där fyra vuxna personer som säger sig ha upplevt matematikångest har blivit intervjuade. Syftet med studien är att identifiera specifika episoder i matematiksammanhang som kan kopplas till matematikångest men även känslor som är knutna till dessa episoder samt om det förekommer likheter mellan de olika intervjupersonernas upplevelser. Resultatet visar att det finns en rad gemensamma drag i livsberättelserna som till exempel liknande känslor men även situationer. Möjliga orsaker som beskrivs i litteraturbakgrunden återfinns även i intervjupersonernas livsberättelser. Det som främst framkommit är att läraren och arbetssättet har en betydande roll för hur eleven påverkas av matematiken i skolan men även hur detta har påverkat framtida livsval. Livsberättelser är en intressant metod eftersom man i rollen som intervjuare kommer intervjupersonen nära och berättelsen upplevs därmed som genuin och ärlig. Utifrån analysen av resultatet är det viktigt att läraren är medveten om att dennes arbetssätt och bemötande kan påverka elevens upplevelse av matematik såväl negativt som positivt. Blir upplevelsen för negativ kan den i värsta fall leda till att eleven utvecklar matematikångest.
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Truttschel, William J. "Mathematics anxiety at Chippewa Valley Technical College." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002truttschelw.pdf.

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Mathews, Rachel Elizabeth. "USING A MATHEMATICS FLUENCY INTERVENTION AS A METHOD OF REDUCING MATHEMATICS ANXIETY IN FEMALE STUDENTS." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1377534259.

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Books on the topic "Math anxiety"

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Hackworth, Robert D. Math anxiety reduction. Clearwater, Fla: H&H Pub. Co., 1985.

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Ellen, Levitov, ed. Overcoming math anxiety. 2nd ed. Reading, Ma: Addison Wesley, 1999.

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Hackworth, Robert D. Math anxiety reduction. 2nd ed. Clearwater, Fla: H & H Pub. Co., 1992.

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Kitchens, Anita Narvarte. Defeating math anxiety. Chicago: Irwin Career Education Division, 1995.

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Paulsen, W. Charles. Math Anxiety Relief for Nearly Everyone. United States: STEM Books, LLC, 2012. http://dx.doi.org/10.4271/0615505406.

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Tobias, Sheila. Succeed with math: Every student's guide to conquering math anxiety. New York: College Entrance Examination Board, 1987.

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Martinez, Joseph G. R. Math without fear: A guide for preventing math anxiety in children. Bostons: Allyn and Bacon, 1996.

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Cassady, Jerrell C. Anxiety in schools: The causes, consequences, and solutions for academic anxieties. New York: Peter Lang, 2010.

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Proga, Rosanne. Coping with math anxiety: A tour of basic mathematics. Cambridge, MA: Brookline Books, 1999.

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Seipp, Bettina. Angst und Leistung in Schule und Hochschule: Eine Meta-Analyse. Frankfurt am Main: P. Lang, 1990.

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Book chapters on the topic "Math anxiety"

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Doob, Michael. "No math anxiety here!" In TEX: starting from 1, 33–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-95704-8_5.

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Pizzie, Rachel. "Mind, Brain, and Math Anxiety." In Handbook of Cognitive Mathematics, 349–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03945-4_29.

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Ginet, Lisa, Rebeca Itzkowich, and Erin Maloney. "Math Anxiety and Math Performance: How Do They Relate?" In Growing Mathematical Minds, 173–99. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315646497-7.

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Nurhayati, Dina Anika Marhayani, Chih-Hung Chang, and Marja Naaranoja. "Math Anxiety Analysis in Indonesian Elementary School." In Communications in Computer and Information Science, 292–301. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20798-4_25.

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Haase, Vitor Geraldi, Amanda Paola Lobo Guimarães, and Guilherme Wood. "Mathematics and Emotions: The Case of Math Anxiety." In International Handbook of Mathematical Learning Difficulties, 469–503. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_29.

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Orbach, Lars, Moritz Herzog, and Annemarie Fritz. "Math Anxiety During the Transition from Primary to Secondary School." In Inclusive Mathematics Education, 419–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_25.

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Zhang, Sunming. "Math Anxiety: The Influence of Teaching Strategies and Teachers’ Attitude." In Proceedings of the 2022 International Conference on Sport Science, Education and Social Development (SSESD 2022), 202–8. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-13-8_27.

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Trusz, Sławomir. "Math and Literacy Anxiety, Study Major Preferences, and Expectancy Effects." In The Routledge International Handbook of Gender Beliefs, Stereotype Threat, and Teacher Expectations, 251–62. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003275763-25.

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Baten, Elke, Silvia Pixner, and Annemie Desoete. "Motivational and Math Anxiety Perspective for Mathematical Learning and Learning Difficulties." In International Handbook of Mathematical Learning Difficulties, 457–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_28.

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Sargent, Amanda, Atahan Agrali, Siddharth Bhatt, Hongjun Ye, Kurtulus Izzetoglu, Banu Onaral, Hasan Ayaz, and Rajneesh Suri. "Neural Correlates of Math Anxiety of Consumer Choices on Price Promotions." In Advances in Neuroergonomics and Cognitive Engineering, 152–60. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94866-9_15.

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Conference papers on the topic "Math anxiety"

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Costello, Amanda, and Kath Newland. "HOW CAN WE REDUCE MATH ANXIETY IN UNDERGRADUATE NURSING STUDENTS AND INCREASE MEDICINE MANAGEMENT COMPETENCY?" In 17th annual International Conference of Education, Research and Innovation, 134. IATED, 2024. https://doi.org/10.21125/iceri.2024.0083.

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Li, Danni. "Math Anxiety and Math Motivation During Stress: The Role of Fearful Temperament." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2003585.

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Aruvee, Eve, and Anna Vintere. "Overcoming mathematical anxiety to promote progress in mathematics during undergraduate engineering studies at university." In 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf215.

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Mathematics (math) is one of the logical and practical academic disciplines, which is one of the basic competencies in engineering. Despite that, some students have difficulty to learn math, which is determined by several cognitive and emotional factors. Math anxiety is one of the emotional factors that causes learning difficulties in math. Many students experience anxiety, fear, tension, or discomfort when faced with math, what affect students’ achievement. Math anxiety can be caused by several factors: lack of appropriate math knowledge, learning strategies, application of math in real life, limited exam time, lack of specific materials as well as personality type, lack of confidence, and stereotypes related to math. It is already proved, that achievement in math increases when anxiety is controlled. Therefore, to promote progress in math during engineering studies at university, the aim is to identify the most important factors that cause mathematics anxiety, as well as existing experiences in overcoming them. To develop the methodology of this study, a study of the scientific literature on math anxiety is performed, considering the above-mentioned math learning difficulties. In the case of math anxiety three factors are analysed: student’s prior mathematical experience as well as learning strategies at pre-university and university education level. The article looks at three approaches to learning math that are commonly used by students in their studies of math at university: (1) The use of ICT tools and math software to understand the concepts of math and solve independent work tasks; (2) The link between teaching of math and real/ everyday life; (3) Cooperative learning during additional math classes. The effectiveness of these approaches is characterised using the data from the quality monitoring of the math study process at the authors’ universities and students’ survey results as well as math teachers focused interviews.
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Buta, Monica, Lavinia Cheie, and Laura Visu-Petra. "A computer mediated training program to reduce children’s math anxiety." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.805.

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Mathematics anxiety is widespread among children, interfering with their ability to solve math problems in academic and every-day situations. This has detrimental, long term effects on academic achievement, engagement in STEM-related careers and employability. While a number of apps and programs have been created to improve children’s mathematical competence, they were mostly created for commercial purposes, lacking scientific validity and being prone to inaccuracies. Therefore, we designed an evidence-based, adaptive training program (Math-trolls) in order to investigate how computer mediated tutoring might reduce math anxiety. Math-trolls is an interactive online computer game designed so that children successively discover 7 planets following an intense cognitive tutoring program. With the help of a tutor, the game helps children make meaning in math, improving number sense. The space exploration theme is engaging and child-friendly, employed to reduce children’s anxiety. We conducted a pilot study on 60 primary-school children, who completed the Math-trolls game in 8 sessions. We also measured children’s math anxiety and math performance pre- and post- computerized tutoring. Preliminary results of this pilot study suggest that Math-trolls, a computer mediated training program, is efficient in decreasing young children’s math anxiety, also improving number sense and math performance. This offers valuable insights regarding the natural progression of the interrelationships between math anxiety and math performance. The program has the potential to become a valuable tool to be used within the classroom by educators, within the family by parents or by children themselves.
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Headley, Rachel. "AN INTERVENTION TO LESSEN GEOSCIENCE MAJOR MATH ANXIETY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-355572.

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Chen, Mengchong. "Research on Math Anxiety of Elementary School Teachers." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.059.

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Susanto, Hari Purnomo, and Mega Isvandiana Purnamasari. "Constructing a Fuzzy Model to Predict Math Anxiety." In 5th International Conference on Current Issues in Education (ICCIE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220129.005.

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Hwang, Hyeyoung. "Understanding Children's Math Anxiety With Parents' Attitude Toward Math, Control, and Value Constructs." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442356.

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Lu, Pierre. "Examining Gender Gap in Mathematics: Role of Math Anxiety." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1899027.

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Mesghina, Almaz. "Anxiety and Children's Math Learning: Testing an Expressive Writing Intervention." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439487.

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Reports on the topic "Math anxiety"

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Grossmann, Sandra. Math Anxiety, Coping Behavior, and Gender. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6733.

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