Math Curse or Math Anxiety
By Vanessa B. Stuart. 2000
122 citations recorded by the source corpus.
Subfields: Applied Mathematics, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/b9b0a2e5f7e34f318724225eccb55594d3ea37b4
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In Applied Mathematics
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Mathematics Anxiety and Learning Styles: What Is the Relationship in Elementary Preservice Teachers? (2002, unknown): “…avoidance, mathematics background, instructor behaviors, level of mathematics achievement, lack of confidence, and negative school experiences (Betz, 1978; Hadfield & McNeil, 1994; Harper & Daane, 1998; Hembree, 1990; Jackson & Leffingwell, 1999; Ma, 1999; Stuart, 2000; Trujillo & Hadfield, 1999).”
- Mathematics Anxiety and Its Development in the Course of Formal Schooling—A Review (2013, background): “Personality Variables According to Stuart (2000), the development of mathematics anxiety often takes its origin from a lack of confidence in situations involving the necessity to handle numerical information.”
- The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom (2010, background): “Math anxiety does not come from the mathematics itself but rather from the way math is presented in school and may have been presented to teachers as a children (Stuart, 2000).”
- Addressing math anxiety in the classroom (2014, background): “(Stuart, 2000, p. 330) Furthermore, math is often taught as if students have the same ability, preferred learning style and pace of working (Boaler, 2002).”
- The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement. (2008, background): “A lack of confidence when working in mathematical situations is described by Stuart (2000) as the cause of maths anxiety.”
- Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy (2009, background): “Proximally, math anxiety often arises from a lack of confidence when working in mathematical situations (Stuart, 2000), which, in turn, is often related to inappropriate methods of teaching mathematical skills.”
- A Longitudinal Analysis of Gender Differences in Affective Outcomes in Mathematics During Middle and High School (2003, background): “Stuart (2000) stated that ‘‘mathematics is like a sport: [performance is] 90 percent mental – one’s mathematics confidence – and 10 percent physical – one’s mathematics competence in performing mathematical skills’’ (pp. 330–331).”
- Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students (2010, background): “A lack of confidence when working in mathematical situations is described by Stuart (2000) as the cause of math’s anxiety.”