Equity for All Students in the New Millennium

By Joseph M. Furner, M. Duffy. 2002

146 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/39f1d891d0ceaa870bd7eb9e34a4f92b1882b656

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

How Do Students' Mastery and Performance Goals Relate to Math Anxiety?. (2011, background): “, 7(4), 227-242 235 Mathematics, Furner and Duffy (2002) recommended that teachers make math relevant to students in order to prevent math anxiety and highlight the importance of”
Exploring rural high school learners' experience of mathematics anxiety in academic settings (2012, background): “Learners’ experience of mathematics anxiety suggests that their irrational fear of mathematics is likely to lead to behaviour problems (Furner & Duffy, 2002).”
Bibliotherapy (2008, unknown): “…needs (Anderson, 2000), support in the development of social-emotional skills (Sullivan and Strang, 2002), overcoming anxieties associated with specific curriculum areas (e.g. mathematics, Furner and Duffy, 2002) and anxieties associated with beginning school (Rich and Bernstein, 1975).”
Mathematics Anxiety in Young Children: An Exploratory Study (2013, background): “…IS BECOMING increasingly important, especially in a technological society, it has been reported that only 7% of Americans have had positive experiences with mathematics from kindergarten through college, and two thirds of adults admit that they fear and loathe mathematics (Furner & Duffy, 2002).”
Eighth grade students' attitude, anxiety, and achievement pertaining to mathematics lessons (2012, background): “Furthermore, as Furner and Duffy (2002) state, mathematics anxiety can be caused by poor mathematical performance. Ma and Xu (2003) also, stress the idea that there is a causal ordering relationship between mathematics anxiety and mathematics achievement.”
Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy (2009, background): “However, in doing so, these studies have typically focused on instructional variables (such as teacher behavior, task structure, and classroom context) that may lead to a reduction in MA (see Arem, 2003; Furner & Duffy, 2002; Jackson & Leffingwell, 1999; Newstead, 1998).”