Académique Documents
Professionnel Documents
Culture Documents
Bibliography
References
Nez-Pea,
M.,
Surez-Pellicioni,
M.,
&
Bono,
R.
(2013).
Effects
of
math
anxiety
on
student
success
in
higher
education.
International
Journal
of
Educational
Research,
58,
36-43.
Retrieved
February
5,
2015,
from
www.elsevier.com/locate.ijedures
This
study
examines
whether
the
effect
of
math
anxiety
and
negative
attitudes
toward
mathematics
are
related
to
poor
performance
in
mathematics
and
worsen
as
problems
become
more
complex.
Do
these
factors
also
affect
academic
performance?
Having
a
mix
of
young
men
and
women,
the
study
was
designed
to
assess
performance
based
on
five
groups
projects,
an
individual
exam
and
the
type
of
program
used
in
high
school.
Test
components
used
personal
data;
Abbreviated
Math
Anxiety
Rating
Scale,
State-Trait
Anxiety
Inventory;
and
the
students
grades
on
the
Research
Design
Course.
The
performance
of
students
on
the
Research
Design
Course
was
affected
by
mathematical
anxiety
and
negative
attitudes
towards
mathematics.
Students
who
did
not
succeed
in
the
course
likely
had
a
high
level
of
mathematical
anxiety
and
a
low
level
of
enjoyment,
motivation
and
self-confidence
in
mathematics.
Clearly
in
this
study
there
were
no
intervention
programs
that
would
impact
students
academic
success.
It
is
recommended
that
teachers
insert
mini
courses
in
math
that
would
guarantee
a
level
of
success.
This
would
give
the
students
success
that
would
lower
their
anxiety
level.
This
article
reflects
the
need
to
review
frequently
and
test
often
to
raise
the
student
level
of
understanding
in
all,
or
any
subject,
that
students
have
experienced
a
low
of
level
of
success.
I
plan
to
consider
incorporating
this
concept
into
my
teaching
as
I
evaluate
my
teaching
techniques.
Jansen,
B.,
Louwerse,
J.,
Straatemeier,
M.,
Ven,
S.,
Klinkenberg,
S.,
&
Maas,
H.
(2012).
The
influence
of
experiencing
success
in
math
on
math
anxiety,
perceived
math
competence,
and
math
performance.
Learning
and
Individual
Differences,
(24),
190-197.
Retrieved
February
5,
2015,
from
www.elsevier.com/locate.ijedures
In
our
everyday
life,
math
skills
remain
so
important
in
elementary
schools
that
much
attention
is
given
to
teaching
those
skills.
Low
math
performance
may
be
caused
by
math
anxiety
and
worrisome
thoughts
that
affect
ones
working
memory.
High
math
anxiety
may
cause
low
performance
just
as
low
performance
will
cause
high
math
anxiety.
Because
results
of
studies
support
both
outcomes
there
is
a
reciprocal
model
of
math
anxiety.
This
study
aims
to
simplify
to
the
influences
of
success
in
math
on
math
anxiety
and
perceived
math
competence.
Students
were
given
a
computer-
adaptive
program
that
ensured
a
high
level
of
success
in
math
for
all
children.
The
difficulty
was
adjusted
to
the
individual
ability
level.
If
the
reciprocal
relationship
between
math
anxiety
and
math
competence
exist,
math
performance
is
expected
to
improve.
Math
anxiety
scores
improved
equally
in
all
conditions
for
all
children.
Math
performance
improves
when
students
practice
math
frequently
at
their
own
ability
level.
The
value
realized
from
this
article
is
that
students
benefit
from
working
at
their
own
success
level.
Thus,
I
will
provide
students
with
opportunity
to
practice
at
their
ability
level,
therefore
reducing
math
anxiety.
Ramirez,
G.,
Gunderson,
E.,
Levine,
S.,
&
Beilock,
S.
(2013).
Math
Anxiety,
Working
Memory,
and
Math
Achievement
in
Early
Elementary
School.
Journal
of
Cognition
and
Development,
14(2),
187-202.
Retrieved
February
5,
2015,
from
http://tandfonline.com/loi/hjcd20
In
this
study
154
first
and
second
grade
children
were
tested
to
measure
the
effect
of
math
anxiety
and
math
achievement.
This
is
likely
the
first
study
of
math
anxiety
at
this
age
level.
Findings
from
measurements
of
upper
level
students
indicate
the
more
working
memory
capacity
people
have,
the
better
performance
on
academic
tests.
Several
tasks
were
given
to
all
students
in
the
study
plus
a
Math
Anxiety
Questionnaire.
All
sessions
were
conducted
one-on-one
with
an
experimenter
and
took
place
during
the
first
three
months
of
the
school
year.
A
standardized
measure
of
math
performance
(Woodcock-Johnson
Applied
Problems)
was
used.
The
association
between
math
anxiety
and
math
achievement
is
not
a
factor
for
all
first
and
second
grade
students.
It
seemed
that
children
who
depended
heavily
on
working
memory
were
most
impacted
by
math
anxiety
because
worry
affected
their
memory.
Several
possible
explanations
were
given.
The
study
recommends
a
critical
first
step
is
to
develop
interventions
designed
to
lessen
anxiety.
From
this
article,
I
can
conclude
that
providing
intervention
during
math
lessons
would
help
students
retain
the
information
for
longer
as
opposed
to
short-term
memory.
Thus,
math
anxiety
would
decrease
and
students
math
skills
would
improve.
Stuart,
V.
(2000).
Math
Curse
or
Math
Anxiety?
Teaching
Children
Mathematics,
6(5),
330-335.
Retrieved
February
7,
2015,
from
http://www.jstor.org/stable/41197431
This article discusses the realization that some students feel relaxed
Math learning disabilities (MLDs) and math anxiety tend to hold hands. This
study
has
a
multi
purpose:
to
find
the
correlation
between
calculation
ability
self-
reported
evaluation
of
mathematics
and
math
anxiety.
Information
was
garnered
from
140
students
from
the
beginning
of
primary
school
children
and
the
middle
of
third
grade.
The
emotional
aspects
associated
with
learning
disabilities
often
cause
cognitive
problems
to
be
neglected.
Research
of
greater
depth
between
math
ability
and
math
anxiety
began
in
the
1990s.
Most
researchers
felt
that
the
impact
of
math
anxiety
affected
calculation
and
often
resulted
in
avoidance;
thus,
causing
less
calculation
practice.
between
math
anxiety
and
math
ability
when
evaluating
mathematics
of
primary
school
children.
The
results
stress
the
need
for
a
standardized
and
developmentally
appropriate
instrument
to
assess
math
anxiety
when
it
is
most
likely
to
emerge.
From this article, an aspect that I see of value is early acknowledgement and
diagnosis
of
math
anxiety
at
the
primary
level.
Students
at
such
a
young
age
often
are
unaware
that
they
are
being
unsuccessful
in
mathematics.
Finding
the
age,
at
which
math
ability
and
math
anxiety
are
related,
is
key
to
helping
students
succeed
in
mathematics.