Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (M.S.)--Central Connecticut State University, 1998. / Thesis advisor: Timothy V. Craine. "... in partial fulfillment of the requirements for the degree of Master of Science [for the Department of Mathematics]". Includes bibliographical references (leaves 51-53).

Thesis (M.A.)--West Virginia University, 1998. / Title from document title page. "December 8, 1998." Document formatted into pages; contains vi, 49 p. Vita. Includes abstract. Includes bibliographical references (p. 32-36).

Math anxiety refers to the negative reaction that many people experience when placed in situations that require mathematical problem solving (Richardson & Suinn, 1972). This reaction can range from seemingly minor frustration to overwhelming emotional and physiological disruption (Ashcraft & Moore, 2009). In fact, it has been argued that math anxiety can be considered as a genuine phobia given that it is a state anxiety reaction, shows elevated cognitive and physiological arousal, and is a stimulus-learned fear (Faust, 1992). Math anxiety has been associated with many negative consequences, the most pertinent of which is poor achievement in math. This negative consequence is of central importance in today???s society as people???s mathematical abilities have been shown to strongly influence their employability, productivity, and earnings (Bishop, 1989; Bossiere, Knight, Sabot, 1985; Riviera-Batiz, 1992) A large literature exists demonstrating a negative relation between math anxiety and performance on complex math. That said, there is currently no published research (outside of that presented in this thesis) which investigates whether math anxiety is also related to the basic processes that serve as the foundations for that complex math. In this thesis I examine the relation between math anxiety and three of these basic processes that support complex mathematical problem solving. Specifically, in a series of experiments, I demonstrate that, in addition to their difficulties with complex math, high math anxious adults perform more poorly than their low math anxious peers on measures of counting (Experiments 1 and 2), numerical comparison (Experiment 3 and 4), and spatial processing (Experiment 5 and 6). My findings are then discussed with respect to their implications for our understanding of math anxiety and for potential remediation programs.

Thesis (M.S.) -- Central Connecticut State University, 2007. / Thesis advisor: Phillip Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Middle School Mathematics." Includes bibliographical references (leaf 21). Also available via the World Wide Web.

Thesis (Ph. D.)--Florida State University, 2006. / Advisors: Kenneth Shaw, Leslie Aspinwall, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Sept. 14, 2006). Document formatted into pages; contains xii, 129 pages. Includes bibliographical references.

Thesis (Ph. D.)--Washington State University, May 2007. / Includes bibliographical references (p. 71-86). Also available via the World Wide Web.

Thesis (Ph. D.)--Drexel University, 2005. / Includes abstract and vita. Includes bibliographical references (leaves 119-128).

Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains v, 160 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 64-80).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.