Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective

By Gary L. Cates, Katrina N. Rhymer. 2003

189 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5dd2568fe1f62b0a460a1dd124ea7650e8890754

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Test-taking skills of secondary students: the relationship with motivation, attitudes, anxiety and attitudes towards tests (2014, background): “Mathematics anxiety can meanwhile be seen to have negative effects on student performance in mathematics (Cates & Rhymer, 2003; Culler & Holahan, 1980; Ryan & Ryan, 2005; Wigfield & Meece, 1988).”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, result): “Additionally, research has indicated that maths anxiety influences students’ mathematical performance (Cates & Rhymer, 2003; Chang & Beilock, 2016; Maloney & Beilock, 2012), but see different results with pre-Grade 5 students (Cargnelutti, Tomasetto, & Passolunghi, 2017).”
An embodied agent helps anxious students in mathematics learning (2017, background): “Students with high mathematics anxiety typically receive lower scores in mathematics, compared to those with low mathematics anxiety (Cates & Rhymer, 2003; Hembree, 1990; Ma, 1999).”
The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention (2006, background): “…of School Psychologists, ISSN 0279-6015 merely acquire the ability to solve these problems accurately; they should also be able to arrive at the correct answers rapidly (Cates & Rhymer, 2003; Deno & Mirkin, 1977; Haring & Eaton, 1978; Shapiro, 2004; Ysseldyke, Thill, Pohl, & Bolt, 2005).”
The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom (2010, background): “Too often, this means memorization and rote recitation rather than active concept based learning (Cates & Rhymer, 2003).”
Addressing math anxiety in the classroom (2014, background): “Too often, this means memorization and rote recitation rather than active concept based learning (Cates & Rhymer, 2003).”
Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom (2009, background): “…facts may enhance students’ ability to acquire and master more complex math objectives (Hasselbring, Goin, & Bransford, 1987; LaBerge & Samuels, 1976; Pellegrino & Goldman, 1987) and increase the probability of students choosing to engage in math activities (Cates & Rhymer, 2003; Skinner, 1998).”
Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2007, background): “Because automatic responding requires less effort and often results in higher rates of reinforcement, students who can respond automatically may have less math anxiety and be more likely to choose to do assigned mathematics work than those who can not respond automatically (Billington, Skinner, & Cr”