You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Nature, Effects, and Relief of Mathematics Anxiety
Journal for Research in Mathematics Education
Vol. 21, No. 1 (Jan., 1990), pp. 33-46
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/749455
Page Count: 14
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It relates inversely to positive attitudes toward mathematics and is bound directly to avoidance of the subject. Variables that exhibit differential mathematics anxiety levels include ability, school grade level, and undergraduate fields of study, with preservice arithmetic teachers especially prone to mathematics anxiety. Females display higher levels than males. However, mathematics anxiety appears more strongly linked with poor performance and avoidance of mathematics in precollege males than females. A variety of treatments are effective in reducing mathematics anxiety. Improved mathematics performance consistently accompanies valid treatment.
Journal for Research in Mathematics Education © 1990 National Council of Teachers of Mathematics