Relevant bibliographies by topics / Math anxiety. Mathematics

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

Academic literature on the topic 'Math anxiety. Mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Math anxiety. Mathematics"

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Ferdiansyah, Muhammad Nanang, and Rooselyna Ekawati. "Students’ Cognitive Process In Problem Solving On Pattern Materials Reviewed From Math Anxiety." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 13, 2021): 137. http://dx.doi.org/10.31331/medivesveteran.v5i1.1516.

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This study uses a qualitative descriptive approach that aims to describe the cognitive processes of students in solving problems in the number pattern material in terms of the level of students' mathematics anxiety. The instruments used in this study were the mathematics ability test (TKM) to control subject selection, the mathematics anxiety questionnaire (AKM), the problem-solving test (TPM), and the interview guidelines. From several 8th grade students, there are 21 male and 9 female students, one student was selected with a male student with high mathematical ability and high math anxiety and one male student with high mathematical ability and low math anxiety. The results showed that students with high and low math anxiety could solve problems, but there were differences in receiving, processing, storing, and recalling information. Students with low math anxiety check their answers again by processing the information in other ways, while students with high math anxiety do not. With the difference in the cognitive processes of students with math anxiety, teachers are advised to develop appropriate learning methods to reduce students' math anxiety, so that students can improve their thinking skills in mathematics at a higher level with low math anxiety. Keywords: Cognitive, Mathematical Ability, Math Anxiety, and Problem Solving
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Henschel, Sofie, and Thorsten Roick. "The Multidimensional Structure of Math Anxiety Revisited." European Journal of Psychological Assessment 36, no. 1 (January 2020): 123–35. http://dx.doi.org/10.1027/1015-5759/a000477.

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Abstract. The study introduces a math anxiety scale that systematically addresses psychological components, including cognitive (worry) and affective (nervousness) math anxiety when dealing with mathematical problems in mathematics-related settings (concerning tests, teachers, learning in class, working with mathematics textbooks, mathematics homework, and applying mathematics in everyday life). Our results indicate a hierarchical structure of math anxiety. Specifically, cognitive and affective math anxiety at the second-order level each determined three setting factors at the first-order level concerning evaluation (tests, teachers), learning (in class, with mathematics books, and during homework), and application (applying mathematics in everyday life). Furthermore, girls reported higher math anxiety than boys, which was particularly pronounced in the affective scale and in high-stakes academic settings, such as those involving evaluation and learning. After controlling for mathematics performance, gender effects decreased in all sub-dimensions but remained significant in affective math evaluation anxiety. Practical implications and directions for further research on cognitive and affective math anxiety are discussed.
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Tobias, Sheila. "Math Anxiety: An Update." NACADA Journal 10, no. 1 (March 1, 1990): 47–50. http://dx.doi.org/10.12930/0271-9517-10.1.47.

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As reported in Overcoming Math Anxiety 1978, 1980, in 600 interviews with college-age and older returning students, Tobias found three significant variables in her subjects' inability to do college-level mathematics: fear of mathematics, the conviction that mathematics is a white male domain, and the conviction that one is either good in mathematics or in language arts but never both. The students' absence of coping skills in dealing with mathematics classes and with their own anxieties appeared to be the main barrier to their attempting mathematics one more time. Subsequently, Tobias focused her research on entering college students. Her second book, Succeed With Math: Every Student's Guide to Conquering Math Anxiety 1987, was commissioned by The College Board. What follows is a selection of excerpts from that book, reconfigured for the use of counselors and advisors.
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Lyons, Ian M., and Sian L. Beilock. "Mathematics Anxiety: Separating the Math from the Anxiety." Cerebral Cortex 22, no. 9 (October 20, 2011): 2102–10. http://dx.doi.org/10.1093/cercor/bhr289.

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Anugrah, T. M., T. A. Kusmayadi, and L. Fitriana. "Mathematics anxiety in dealing math exams." Journal of Physics: Conference Series 1157 (February 2019): 032101. http://dx.doi.org/10.1088/1742-6596/1157/3/032101.

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Chipman, Susan F., David H. Krantz, and Rae Silver. "Mathematics Anxiety and Science Careers among Able College Women." Psychological Science 3, no. 5 (September 1992): 292–96. http://dx.doi.org/10.1111/j.1467-9280.1992.tb00675.x.

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Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated to career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice
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P. Agashi, Pius, and Sunday G. Adeniyi. "MATHEMATICS ANXIETY AND CHOICE OF SUBJECT AMONG JUNIOR SECONDARY SCHOOL STUDENTS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 527–32. http://dx.doi.org/10.21474/ijar01/12869.

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Mathematics anxiety has been found to negatively impact students academic performance, and the trend is pervasive in our society. The purpose of this study was to determine whether math anxiety will predict students choice of subject. A total of one hundred and sixty-six junior secondary school students participated in the study. The Maths Anxiety Scale (MAS) was used to measure the respondents level of math anxiety. Their subject choice was indicated in the demographic section. The linear regression analysis conducted on the data revealed that math anxiety positively and statistically predicted students choice of subject. The findings and practical implications of the study are discussed.
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Sari, Mira Nofita, Elda Herlina, and Ummul Huda. "DIFFERENCES IN MATHEMATICS ANXIETY AND MATHEMATICS CONNECTION ABILITY IN GENDER PERSPECTIVE." AGENDA: Jurnal Analisis Gender dan Agama 3, no. 1 (June 19, 2021): 52. http://dx.doi.org/10.31958/agenda.v3i1.2609.

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This research is a comparative study with quantitative methods. This study aims to: 1) find out whether there are differences in mathematical connection abilities between male and female students, 2) find out whether there are differences in math anxiety between male and female students, 3) find out whether there is an interaction between math anxiety and gender with mathematical connection ability. Data were obtained from anxiety questionnaire sheets and mathematical connection ability tests. Then it was analyzed by two-way analysis of variance and the Mann-Whitney test. The results show that: 1) There is no difference in mathematical connection ability between male and female students, 2) There is a difference in math anxiety between male and female students, 3) There is no interaction between math anxiety and gender on mathematical connection ability.
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Adaskina, A. A. "The study of the phenomenon of math anxiety in foreign psychology." Современная зарубежная психология 8, no. 1 (2019): 28–35. http://dx.doi.org/10.17759/jmfp.2019080103.

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The article presents an overview of foreign studies on the phenomenon of mathematical anxiety. Unlike Russian psychology, where more general concepts are considered: school anxiety, learning anxiety, exam anxiety, foreign psychologists have developed a narrow concept of “mathematical anxiety” (math anxiety) since 1960s. The article discusses the content of this concept, the main directions of the research. This analysis of the academic literature reveals the main reasons for increasing the math anxiety of students: approaches to teaching mathematics, social attitudes and stereotypes, low socioeconomic status of the family. The data show a decrease in operative memory which results in declining effectiveness of performance tasks in teaching mathematics to students with high mathematical anxiety. The article also discusses practical recommendations for reducing math anxiety while teaching mathematical disciplines to schoolchildren and students which include both pedagogical techniques and special psychological techniques and trainings
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Jenßen, Lars, Simone Dunekacke, Michael Eid, and Sigrid Blömeke. "The Relationship of Mathematical Competence and Mathematics Anxiety." Zeitschrift für Psychologie 223, no. 1 (January 2015): 31–38. http://dx.doi.org/10.1027/2151-2604/a000197.

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In educational contexts, it is assumed that mathematical competence can be viewed as a trait. However, studies have yet to examine whether mathematical competence is actually a stable personality characteristic or rather depends on situational factors. Thus, construct validity has not yet been confirmed in this respect. The present study closes this research gap with regard to prospective pre-school teachers when measured across measurement occasions with similar situational characteristics. This study also examines the idea that math anxiety is a relevant negative predictor of mathematical competence. Both research objectives were examined using latent state-trait theory (LST) modeling, which allows for the investigation of occasion-independent and occasion-specific variability over time. The competence and anxiety of n = 354 prospective pre-school teachers were assessed twice across a period of three weeks. Results indicated no occasion-specific effects and moderate negative relations between math anxiety and all mathematical domains. The utility of LST modeling for construct validation and the investigation of complex relationships are discussed.
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Dissertations / Theses on the topic "Math anxiety. Mathematics"

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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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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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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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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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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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He, Huihua. "Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics : a comparative study of European-American and Mainland-Chinese students /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/h_he_042407.pdf.

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Ruben, Thomas. "A comparison between male and female mathematics anxiety at a community college /." Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1505.html.

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Thesis (M.S.)--Central Connecticut State University, 1998.
Thesis advisor: Timothy V. Craine. "... in partial fulfillment of the requirements for the degree of Master of Science [for the Department of Mathematics]". Includes bibliographical references (leaves 51-53).
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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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Ditrick, Leslie K. "I Can't Do Math! Reflections on Mathematics Anxiety in Secondary Schools." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1523823170836094.

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Jain, Sachin. "Test anxiety and mathematics anxiety as a function of mediated learning experience and metacognitive skills." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232418141&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Math anxiety. Mathematics"

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Overcoming math anxiety. New York: W.W. Norton, 1995.

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Overcoming math anxiety. New York: W.W. Norton, 1993.

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

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

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

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

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Laurie, Buxton, ed. Math panic. Portsmouth, N.H: Heinemann, 1991.

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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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Amazigo, John C. Mathematics phobia: Diagnosis & prescription. Abuja, Nigeria: National Mathematical Centre, 2000.

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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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Book chapters on the topic "Math anxiety. Mathematics"

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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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Huang, Xiaorui. "Math Anxiety in the Context of Solving Mathematical Modeling Tasks in China." In Research in Mathematics Education, 289–304. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68157-9_16.

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Chinn, Steve. "Mathematics anxiety." In More Trouble with Maths, 74–83. 3rd edition. | Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: NASEN spotlight: Routledge, 2020. http://dx.doi.org/10.4324/9781003017721-7.

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Chinn, Steve. "Mathematics anxiety." In More Trouble with Maths, 71–79. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315643137-8.

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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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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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Ashcraft, Mark H. "Models of Math Anxiety." In Mathematics Anxiety, 1–19. Routledge, 2019. http://dx.doi.org/10.4324/9780429199981-1.

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Herts, Julianne B., Sian L. Beilock, and Susan C. Levine. "The Role of Parents’ and Teachers’ Math Anxiety in Children’s Math Learning and Attitudes." In Mathematics Anxiety, 190–210. Routledge, 2019. http://dx.doi.org/10.4324/9780429199981-11.

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Cipora, Krzysztof, Christina Artemenko, and Hans-Christoph Nuerk. "Different Ways to Measure Math Anxiety." In Mathematics Anxiety, 20–41. Routledge, 2019. http://dx.doi.org/10.4324/9780429199981-2.

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Conference papers on the topic "Math anxiety. Mathematics"

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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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Filippatou, Diamanto, Eirini Pantazi, and Triandafillos Triandafillidis. "MATH ANXIETY AND ACHIEVEMENT IN MATHEMATICS. TEACHING PROGRAMME WITH THE USE OF MANIPULATIVES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1482.

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Duncan, Luke, and Karen High. "Exploring the relationship between math anxiety, working memory and teacher practices." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-226.

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Kaymakamzade, Bilgen, and Meryem Cumhur. "The effects of maths anxiety on mathematical modelling." In INTERNATIONAL CONFERENCE ON ANALYSIS AND APPLIED MATHEMATICS (ICAAM 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0040308.

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