Student Number : 0001241N - M Industrial Psychology dissertation - School of Human and Community Development - Faculty of Humanities / The following thesis explores the variables of math anxiety, deductive reasoning and career appraisal. This dissertation investigates whether there is a relationship between math anxiety and deductive reasoning. A relationship is found to exist between these two variables and the relationship is of an indirectly proportional nature. As a result, when “math anxiety is high, deductive reasoning is low” and visa viz. 74 participants were used in this research study to assess whether their appraisal of various careers differed or were homogenous in nature. This thesis discusses how various careers were appraised heterogeneously and others homogenously between people with different levels of math anxiety and deductive reasoning. This phenomenon is also explained through the possibility of extraneous factors, influencing these results.

Thesis (MA)--University of Montana, 2009. / Contents viewed on November 30, 2009. Title from author supplied metadata. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains viii, 57 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 48-54).

Graphics calculators have become an integral part of many introductory college mathematics courses. There has been little research to show the effects of introducing technology, along with an emphasis on the interrelationships of the numeric, symbolic, graphical, and verbal forms of functions, for courses that are traditionally considered pre-college mathematics. The major purpose of this study was to determine if changes in mathematics anxiety and attitudes occurred in Intermediate Algebra classes and to determine whether these changes were dependent on age, gender of student, and experience of instructor. The relationship between beginning levels of math anxiety and successful completion of the class were also examined.All sections of Intermediate Algebra taught at Grand Valley State University during the Winter semester of 1995 participated in the study. The first week of class, 479 students completed the initial survey. The final week of class, 264 of those students completed the survey again. In addition to gender and age of student, the survey instrumentcontained questions from seven of the Fennema-Sherman Mathematics Attitudes Scales. Each scale contained 12 questions, answered on a five point Likert type scale. High scores on the questionnaire indicated a positive attitude. Students in four sections were asked open ended questions every other week. At the end of the semester, instructors were given a questionnaire to determine their perceptions of how student's attitudes and anxieties changed.MANOVA for repeated measures using SPSS was used to perform the analyses with respect to age, gender, and teacher experience, over time. Faculty responses indicated they thought attitudes and levels of math anxiety improved over the semester. Although most groups did show some improvement, no significant change occurred. The only statistically significant differences detected were in math anxiety by gender and a combination of math anxiety and attitude by age. Females had higher levels of math anxiety (N = 166, initial M = 29.96, final M = 30.80) than males (N =.98, initial M = 33.87, final M = 34.79)and while older students appeared more math anxious, they also reflected a more positive attitude about mathematics. / Department of Educational Leadership

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2528. Includes bibliographical references (leaves 65-69).

Thesis (M.S.)--Georgia Southern University, 2009. / "A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Lawrence Locker, Jr. ETD. Includes bibliographical references (p. 51-57) and appendices.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed May 28, 2009). Advisor: Terry Ackerman; submitted to the School of Education. Includes bibliographical references (p. 100-112).

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Students’ mathematic achievement has not met national, state, or local expectations for decades. The No Child Left Behind Act mandated that by school year 2013-2014, all students in public schools across the nation are to perform at the proficient level or higher in math. The specific problem addressed in the present study was low measures of students’ math achievement in one Mississippi school district. Prior research suggested that math anxiety was a major factor that influenced students’ math performances. Hypothesis 1 for this study stated there is a statistically significant negative relationship between seventh grade students’ math anxiety scores and their math achievement scores. Hypothesis 2 stated there is not a statistically significant difference in measures of math anxiety between 7th grade boys and girls. Hypothesis 3 stated there is not a statistically significant difference in measures of math anxiety between Black and White 7th grade students. To test hypothesis 1, a correlation coefficient was computed using the Pearson Product-Moment Coefficient, also known as Pearson r. To test hypotheses 2 and 3, a t-Test was used to determine whether differences between the means for math anxiety for the two samples were significant. The results of this study indicate that math anxiety and math achievement are negatively related. As math anxiety increased, measures of math achievement decreased. The results of this study also suggest that math anxiety is a general concern for all students, in that there were no differences in measures of math anxiety between boys and girls or Black students and White students. It is very important that teachers take the time to identify students who have math anxiety so they can assist the students by implementing strategies and techniques to eliminate math anxiety for those students who may benefit with higher math achievement.

The purpose of this study was twofold: (a) to investigate the prevalence of mathematics anxiety among freshman Algebra I students in an urban, Midwestern high school, and (b) to find out if a pre-quiz and quiz intervention could reduce mathematics anxiety in one specific class. The Mathematics Anxiety Rating Scale for Adolescents (MARS-A) was the primary quantitative data collection instrument. Qualitative data were collected using the Mathematicsitude Survey, student reflections, and interviews. Findings from the MARS-A showed that 50% of students experienced a significant amount of mathematics anxiety, particularly associated with testtaking. However, there was a large amount of variation among scores. In the treatment class, a strategy of pre-quiz followed by the same or similar quiz the following day was used to build student confidence and thereby lessen anxiety. The strategy did not meet this objective as many students reported greater anxiety levels after the intervention than before. Qualitative probing did show that in some isolated cases the strategy worked very well. / Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction