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The low mathematics ability of the learners makes them dislike mathematics. This problem would lead to anxiety while learning mathematics. Therefore, a qualified instrument to measure mathematics anxiety is important. This research determined the quality of the mathematics anxiety instrument quality to develop by estimating the item and ability parameters based on the unidimensional Graded Response Model (GRM) so that it can be used to measure mathematics anxiety accurately. This quantitative research applied a survey approach from April to May 2022. The learners from Junior High School in Kudus, Indonesia, became the sample of the research. 551 learners participated to fill in the questionnaire. However, the results showed only 401 respondents did it. The applied data analysis was a unidimensional GRM to determine the instrument quality with Likert-type implementation. Besides that, the researchers attempted to determine the learners' categories with empiric statistics, consisting of high, moderate, and low categories. From the research result, the researchers found the implementation of the developed mathematics anxiety instrument was excellent, proven with fitted 14 question items. All items had the discrimination and level of difficulty excellently. The highest ability category of the learners was in the moderate category. Thus, the category pattern is based on the normal curve. This matter indicates the instrument could accurately measure mathematics anxiety. [ABSTRACT FROM AUTHOR]

In modeling a phenomenon, the problem that is often faced is finding the best model. Feature selection is a step taken to obtain a model that is parsimony, and can be interpreted properly and with high accuracy. One method that requires good feature selection is logistic regression. Various methods can be used for selecting this variable, including Elastic Net. This method combines the advantages and benefits of the Least Absolute Shrinkage Selection Operator (LASSO) and Ridge methods so that it becomes more efficient. The case study in this research is about public speaking anxiety in the Faculty of Mathematics and Natural Science (FMIPA) Universitas Negeri Padang students. We observed the Public Speaking Anxiety Level using the Personal Report of Public Speaking Anxiety (PRPSA). The independent variables used in this research are humiliation, preparation, physical appearance, rigid rules, personality traits, unfamiliar roles, mistakes, and Negative Results. By using logistic regression information obtained about the factors that influence public speaking anxiety in students are investigated. The result shows that influencing factors based on elastic net logistic regression are humiliation, physical appearance, rigid rules, personality traits, unfamiliar roles, and mistakes with 80% accuracy. [ABSTRACT FROM AUTHOR]

Math anxiety is still an important issue in learning mathematics. Changing in learning activities such as online learning may affect this mental issue. Therefore, online learning readiness should predict math anxiety in online learning. This study aimed to examine the relationship between online learning readiness (OLR) and math anxiety (MA) in higher education and investigate the contribution of gender and characteristics of online learning (platform used, frequency, and condition of task) on the relationship. A regression model was used in this quantitative study. Data were taken from 197 students of the Islamic State Institute of Samarinda by using questionnaires. Simple linear regression and moderated regression analysis were used to answer the research questions. Findings reveal that the more OLR increases, the more MA tends to decrease. However, gender, online learning platform, task frequency, and condition did not significantly contribute to the relationship between OLR and MA. It suggests OLR should be considered to reduce MA in higher education. This study also suggests examining the relationship between OLR, MA, and mathematics achievements in online learning context. [ABSTRACT FROM AUTHOR]

Math anxiety is pervasive in our society, and it is causing problems for students who want to enter a science, technology, engineering and mathematics (STEM) pathway. Recent research has suggested that math anxiety, and not math ability, is a better predictor of performance and perseverance in STEM. Interventions to mitigate this anxiety must get to the root of the problem and provide students tools to help ease these feelings when they come to disrupt performance. Our approach uses techniques from mindfulness and self-compassion, which have been linked to reducing anxiety. We have developed modules that can be used in a math (or science) courses to help students understand the anxiety they face. In this paper we examine one of the interventions used, the pre-exam writing, and how it showed a 75 percent increase in statements of confidence and a doubling of statements of positive feelings over the semester. [ABSTRACT FROM AUTHOR]

Affective state may play a significant role in shaping what students value in mathematics. This study examines how high school students’ attitudes, anxieties, and images of mathematics may affect their values toward mathematics. A quantitative survey was conducted with 208 grade ten students from 6 randomly selected high schools in Kathmandu, Nepal. The survey data was analyzed with factor analysis and structural equation modeling. The results revealed that students' overall attitudes toward mathematics significantly affected their perceived values of mathematics. Students’ anxieties and images of mathematics did not significantly affect their values of mathematics. The pedagogical implications of the findings have been discussed. [ABSTRACT FROM AUTHOR]

Math-anxious students exhibit physical, mental, and emotional symptoms. These symptoms often have short-term and long-term impacts on students’ mathematics learning. This research sought to understand the effect of inquiry-based learning versus lecture-based instruction on Calculus I students’ math anxiety. Findings revealed that the activities, such as collaborative work, optional and ungraded work, and the instructor’s caring nature decreased IBL students' anxiety, whereas the instructor’s readiness to explain the material in class when students asked decreased lecture-based students’ anxiety. However, the tests and exams and responding to the instructor’s questions in front of their peer increased groups anxiety. [ABSTRACT FROM AUTHOR]

Research on preservice elementary teachers’ experience of math anxiety has historically utilized narrative, interview, and survey data. Our searches revealed no studies that used observational data, which has the potential to reveal insights that are less reliant on self-perception. Thus, this case study aimed to understand how a highly math-anxious preservice elementary teacher made sense of their math anxiety and how it may have changed in the context of a mathematics content course, and to explore whether or not it was possible to collect observational data that aligned with these understandings and perceptions. Findings reveal that math anxiety was meaningfully observed for this preservice teacher and that these observations provided valuable insight into how her math anxiety changed over the course of the semester. [ABSTRACT FROM AUTHOR]

Math anxiety can affect students and teachers in many ways, including student performance and instructional practices. Math anxiety has been well documented in elementary teachers, but little research has occurred on math anxiety at the middle and secondary levels. This study analyzed the ways in which math anxiety can manifest in middle and high school math teachers. Using phenomenological analysis methods on interviews with 11 teachers, findings from this study revealed that middle and high school math teachers with math anxiety see their anxiety manifest in three different ways: (1) in specific mathematical subjects; (2) when doing math in front of others; and (3) as a fear of new or unknown mathematics. These results demonstrate. [ABSTRACT FROM AUTHOR]

Mathematics anxiety and fear among children pose significant educational challenges worldwide. This study examines the efficacy of a hybrid learning approach that combines digital game-based learning with hands-on activities to enhance mathematics engagement, reduce anxiety, and improve numeracy skills while fostering algebraic and mathematical thinking. The research was conducted at Government School, Ramagondanahalli, Bengaluru (RGHL), involving over 400 children aged 6-10 years from grades 1-5. Participants were primarily first-generation learners from economically disadvantaged backgrounds with limited access to educational resources. The intervention comprised weekly 70-minute sessions over six months, featuring the digital game "Magic Math Spell Caster" alongside modified traditional board games such as Snakes & Ladders, Bingo with Place Value Cards, and a custom Memory Card Game. The curriculum also incorporated activity worksheets with math manipulatives and practice sheets. The didactical approach underpinning the intervention was based on six key principles: Treating mathematics as a language to be spoken, promoting algebraic thinking; Structuring games into levels with well-defined learning objectives to scaffold mathematical thinking; Connecting concrete and abstract concepts to deepen understanding; Employing a hands-on approach to reinforce learning; Providing resources to every child to ensure equal access; Integrating assessments as digital interactive worksheets within gameplay. This approach allowed children to explore, make connections, and construct knowledge independently, fostering both algebraic and broader mathematical thinking skills. The program encouraged peer-to-peer learning by grouping children with different math proficiencies. Students progressed through game levels at their own pace, often exceeding curriculum expectations. This study contributes to the growing body of evidence supporting hybrid learning approaches in mathematics education for all children, emphasizing the development of robust mathematical and algebraic thinking skills. [ABSTRACT FROM AUTHOR]

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children's development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players' interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players' experience. This study assesses players' performance in a digital maths game called 'Seven Spells' across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players' performance. 43 children from two classes in an Irish primary school participated in this study. Each class played a different game mode of the 'Seven Spells' game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves -- measured by the number of moves and cards used -- while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode. [ABSTRACT FROM AUTHOR]

Mathematics Anxiety can be described as a sense of irritation and worry that prevents someone from manipulating numbers and solving mathematical issues, leading to obstacles in real life and in school. The aim of this study is to identify the factors that lead to mathematics anxiety among secondary school students. It compares the students' intellectual factor and student's gender with the level of mathematics anxiety and attempts to determine if there is any relationship between students' mathematics motivation factor and students' environmental factor. In this quantitative study with a proportion random sampling, a questionnaire was used in collecting data from 50 students from a secondary school, located in Kuantan, Pahang who were selected as respondents. The questionnaire focused on three factors that potentially lead to mathematics anxiety such as intellectual, motivational, and environmental. The Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree) was used. The results showed that among the students, the motivational factor has the highest mean compared to environmental and intellectual factors. There is also no statistically significant difference between males and females in the mean intellectual factor that led to mathematics anxiety. Additionally, there is no relationship between students' mathematics motivation factor and students' environmental factors. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic, which forced the government to issue home study regulations, has had a profound impact on not only teachers but also students. This pandemic also greatly affects the psychology of students in terms of anxiety levels. In order to know the level of anxiety and coping strategy of students while studying during the Covid-19 Pandemic, this research was conducted. This study used a cross-sectional study method involving 1498 junior high school students in Lampung Province. Student responses indicate that the level of student anxiety is very high regarding Covid-19. This high level of anxiety has an impact on changing the positive attitudes and behaviour of students during the Covid-19 Pandemic. [ABSTRACT FROM AUTHOR]

This study aims to examine the relationship between mathematics anxiety and mathematics learning outcome, and explore some potential factors such as education level and demography moderating heterogeneity of the relationship between mathematics anxiety and mathematics learning outcome. This study uses a random effect model, Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) were used to analyze data. Literature search using some database such as ERIC, Semantic Scholar, and Google Scholar found 82 documents, and literature selection established 12 documents in journal articles published in period of 2016 – 2020 and indexed by Scopus and Google Scholar. The results showed that mathematics anxiety and mathematics learning outcome had a weak negative relation (r=-0,134). Moreover, mathematics anxiety not significant related to mathematics learning outcome. Furthermore, students' education level and students' demography were not the significant factors moderating the heterogeneity of relationship between mathematics anxiety and mathematics learning outcome. [ABSTRACT FROM AUTHOR]

Online learning is the main alternative to distance learning. The purpose of this study was to determine the response of readiness and unpreparedness or anxiety of students learning through the LMS Google Classroom. The research method in the form of a survey was given to 760 grade X, XI, and XII students at two high schools in Bandung Regency, an instrument in the form of a questionnaire via google form was given in August 2020. The results showed that 64.7% of students were ready to learn through LMS Google Class Room, but feel that 74.6% of students cannot learn mathematics, this is a small part of students' anxiety about learning online [ABSTRACT FROM AUTHOR]

This study aims to investigate the emotional dimension of math anxiety among children by exploring the perceptions of value and beliefs about math held by third and fourth-grade teachers at a primary school in Mexico City. These perceptions and beliefs can influence the presence of math anxiety in their students during crucial grades, as they lay the foundation for understanding key math concepts used in later years. Four teachers participated in semi-structured interviews, providing insights into their perspectives on math anxiety. Preliminary findings indicate two prevalent concerns from the teachers' viewpoints: children's lack of motivation to learn math and their belief that math is a difficult subject they cannot grasp. Despite the school's supportive environment, including socioemotional support, economic resources, and math learning facilities, negative attitudes toward math persist. [ABSTRACT FROM AUTHOR]

Math anxiety refers to feelings people get when facing computational challenges. The fear of failure often causes people to avoid activities, like taking challenging mathematics courses or choosing majors that require mathematics. Grit describes how people persist or persevere in the wake of failure. This article looks at factors that contribute to a person having grit and the interaction of grit and math anxiety. Students (N = 258) enrolled in college math classes at a large university completed a set of surveys that indicated their levels of self-compassion, mindfulness, self-efficacy, math anxiety, and grit. The analyses of the data found that grit predicted math anxiety, and that self-compassion, mindfulness, and self-efficacy predicted grit. The results of this study suggest that promoting factors that help students develop grit can in turn affect their math anxiety and thus their persistence in mathematics courses and STEM majors. [ABSTRACT FROM AUTHOR]

A problem influencing mathematics performance and student's perceptions of their ability to learn mathematics is mathematics anxiety. This mixed method study examined the perceptions, correlations, and mathematical conversations of Hispanic fourth and fifth grade low-performing students and their parents. A psychological approach provided the framework necessary to understand the theories behind mathematics self-concept. Instrumentation included the Mathematics Anxiety Rating Scale for Elementary students (MARS-E), the Mathematics Anxiety Rating Scale for adults (MARS-SV), and interviews. Various mathematical situations and mathematical conversations were found to affect mathematics self-concept. The psychological implications disclosed specific characteristics to further understand how to create conditions to support mathematical learning. [ABSTRACT FROM AUTHOR]

In this study, we focus on describing the understanding of pre-service mathematics teachers with low and high math anxiety levels of derivative function based on the APOS theory and qualitative method used. All 26 pre-service mathematics teachers who had taken calculus courses were given a math anxiety questionnaire then 1 student with low math anxiety level and 1 student with high math anxiety level were selected and given derivative functions tasks and interviewed based on the results of their work. The results showed that the subject with high math anxiety levels were in Action determined derivative function in the form of two-function multiplication by multiplying it distributively first and then derived it using the derivative rule, while the subject with low math anxiety directly used the derivative rule for multiplying two functions. In the Process, all subjects can explain the steps to determine the derivative function. The subject with high math anxiety has not yet reached the object and schema stage but subject with low math anxiety level at Object identified a composition function using the chain rule to determine the derivative of the composition function. In Schema, the subject determined a certain equation of a curve at a point and used several rulest. [ABSTRACT FROM AUTHOR]

Anxiety and depression rate for undergraduate student increase every year in Indonesia. Indonesian citizen was charged to be included as Government National Insurance (BPJS) however they don't cover for any mental problem tuition. They assume the mental issue is not important thing that need to be fixed or rather to see a professional help. This problem which occurred in the university level should be placed as the highest note for top level. However the severe anxiety will lead to worse academic performance and it will open the young generation mental health problem for instance depression and suicide. In this research, the factors that trigger anxiety will be explored especially in International student from Indonesian University. The method is distributing a questionnaire taken from Vitasari works about student anxiety. The findings are most of the student feel anxious in taking exam, understanding math subjects, facing too many different roommates at dormitory, and parent's disappointment related to academic performance. After investigating the factor, the university will explore the suitable treatment or policy to reduce the anxiety. [ABSTRACT FROM AUTHOR]

Integral calculus learning online has a significant impact on students' ability to understand the material. One of the impacts experienced by students is anxiety in dealing with integral calculus learning online. some students are not used to learning integral calculus online, so when they get assignments they tend to be nervous and confused about completing them. This study aims to determine students' level of mathematical anxiety in online learning in integral calculus courses. The type of research used in this study is descriptive quantitative. The research was conducted at STKIP Pamane Talino. Mathematical anxiety indicators used are subjective emotional components, cognitive components, psychological reactions, behavioral responses. Based on the results of the study we can conclude that most students (26 out of 30 students) have moderate anxiety levels. Although it is quite affecting the academic ability of students, but it can be said that the level of anxiety of students is not in a worrying condition, this can be seen in the absence of students who have high levels of anxiety. By looking at 4 indicators (subjective emotional, cognitive, psychological reactions, and behavioral responses) it can be noted that some students who gave answers indicated high levels of anxiety. However, even so based on overall calculations remain predominantly answered with indications of moderate anxiety levels. [ABSTRACT FROM AUTHOR]

Online learning is one of settling to the learning system throughout the pandemic of Covid 19. Online learning is learning that is done using applications that are connected to the internet or a network. Online learning is executed by face-to-face interaction or indirect interaction among lecturers and students using various learning platforms. The interaction between lecturers and students indirectly changes the habit of direct interaction in learning. This has a psychological impact on both lecturers and students. The aim of study is to determine the influence of creative self-efficacy and mathematics anxiety to students' mathematics learning outcomes. Type of research is a quantitative research. Data were collected by giving questionnaires and documentation of learning outcomes. The data analysis technique was carried out by testing classical assumptions and hypotheses. The result shows that there is no influence of creative self-efficacy and math anxiety on learning outcomes either partially or simultaneously. [ABSTRACT FROM AUTHOR]

Although some researchers have been researching the correlation between self-efficacy and mathematics anxiety, they indicated various correlations. Therefore, we conducted a meta-analysis aimed at determining the strength of the actual correlation between the two variables. Data obtained from primary studies that have been published in journals, proceedings, and dissertations from 2010 to 2021. Data conducted from 46 studies (n=48447), we found a small-to-large, negative and positive, and significant correlation between self-efficacy and mathematics anxiety. Based on analysis using the random-effect model concluded that there was a significant negative relationship between self-efficacy and mathematics anxiety. This showed that the higher self-efficacy, the lower mathematics anxiety. The correlation was in the moderate category (r=-0.164) and confidence interval was on a range -0.228 to -0.101. [ABSTRACT FROM AUTHOR]

Anxiety can arise as a result of negative interactions between teachers, students, and the school environment. The purpose of this study was to identify the effect of mathematics anxiety on students' mathematics learning achievement by gender. The data for this study comes from PISA 2018 Indonesia, which includes 9,058 students from 329 schools who completed responses for all variables of interest. Multilevel analysis revealed that boys had lower achievement than girls. A negative but significant relationship occured in mathematics anxiety, which indicated that the anxiety affected mathematics achievement. Also, the conception of assessment at school level was found to have a negative effect to mathematics achievement. [ABSTRACT FROM AUTHOR]

Students' difficulties in understanding the circle concept are important issues to be resolved by starting a more in-depth research first about identifying and finding out what difficulties deaf students experience in understanding the circle concept. The identification results can be used by the teacher to help students overcome their difficulties and as material for consideration in carrying out remedial teaching. The aim of this study was to identify how the difficulties experienced by deaf students in understanding the circle concept. The research used was a mixed-method with a sequential explanatory design. The data to be collected first was quantitative data from understanding test then analyzed. Based on these results the researcher collected qualitative data by observed the results of students' written answers and other external representations, then interviewed students to help explain in more detail the results of the initial quantitative data. The subjects in this study were nine deaf students at SLB Negeri 2 Bantul. Data analysis was carried out quantitatively and qualitatively. Based on the research results, knew that the mean score of understanding the concept of circles in deaf students is less than 60 or it hasn't reach the minimum completeness criteria. Most of the students' test answers were represented visually by drawing. From the research results, also knew that the difficulty of understanding students is related to the background of total communication barriers due to their hearing loss. The results of the identification of the difficulty in understanding the deaf students are difficulties in processing information, language difficulties, organizational difficulties, attention difficulties, output difficulties, difficulties with multiple tasks and mathematics anxiety. [ABSTRACT FROM AUTHOR]

This paper present results of a study that investigate students with different level of mathematics anxiety in solving mathematics problems. The sample of the study involved 120 students from four primary schools in Kulaijaya district, Johor, Malaysia. Data collected through survey-based questionnaires. The instruments adapted include Mathematics Anxiety Scale, A Study on Level of Problem Solving Skills and Choices of Problems. Findings indicate that there is a significant relationship between mathematics anxiety and problem-solving skills among the students. It was found that the reasons for choosing a problem to solve first by students with high mathematics anxiety include easy problem, understand the problem, minimum time required, maximum time required, minimum working required, difficulty of the problem, liking, order of the problem, confidence, interesting, short question, and lower order thinking required. The high mathematics anxiety students assert the choice made in choosing the problems was based on their mathematics problem solving skills. Further reflection on their emotions or feelings on choosing which problem to solve first relate to confident, feeling successful and satisfied. While choosing the last question to solve is associated with the feeling of stress, anger, and frustration. The findings highlighted a concern in addressing mathematics anxiety among primary school students, considering these students are still at the early stage of formal education. [ABSTRACT FROM AUTHOR]

This study aims for silent mathematical communication in learning from students knowing mathematics. This study focuses on quiet students who participate in class discussions at certain times. This type of research is a qualitative research with a case study approach. Data collection techniques in this study used mathematical communication tests, questionnaires, and interview guidelines. The validity of this study uses source triangulation. Based on the results of the study, the facts obtained are that quiet students with high learning anxiety seem confused in explaining their answers, while quiet students with simple and coherent mathematics explain their answers according to her way. [ABSTRACT FROM AUTHOR]

Mathematics, which is often associated with words such as difficult, complicated, and scary, can grow anxiety when dealing with mathematics. The study of anxiety has been and will continue to be one of the important factors to be studied. This study was to determine the relationship and influence between mathematics anxiety and metacognition ability. The study's main purpose is to find out the effect of mathematics anxiety on students' metacognition ability. The secondary purpose is to find out the effect on each aspect of metacognition, namely metacognitive knowledge and metacognitive skills. The method of this research is quantitative by taking 1 class as a sample from 4 classes population, with the sampling method used being random sampling. The instruments used in this research were the mathematics anxiety scale and the metacognitive awareness inventory (MAI) questionnaire. The data was processed using a simple linear regression method using SPSS 22. The analysis results showed that the mathematics anxiety of 12th graders in SMAN 1 Atambua has a significant and negative effect on their metacognition ability. The influence of mathematics anxiety on students' metacognition ability is 42.8%. In addition, the mathematics anxiety of 12th graders in SMAN 1 Atambua also have a significant and negative effect on each aspect of students' metacognitive knowledge and metacognitive skills. The influence of mathematics anxiety on each aspect, respectively is 43.3% and 28.4%. [ABSTRACT FROM AUTHOR]

Mathematics anxiety (MA) is a negative emotional response to the manipulation of numbers and the solving of mathematical problems, potentially hindering learning and leading to poor maths skills. Digital game-based learning, in which games are used for education, has been recognised as a potential tool for reducing MA and positively influencing learning, information assimilation, and retention. Peer tutoring is an active learning method that reduces MA in addition to benefiting students academically. This study assessed how 'Seven Spells', a digital maths game developed by our team, affects students' levels of MA and mathematics performance. We hypothesized that this game could be used in classrooms to control MA and potentialise mathematics learning when combined with peer tutoring. 55 children from two 4th classes in an Irish primary school participated in this study. Over a period of three weeks (two days/week), the groups played the 'Seven Spells' game with and without peer tutoring. A mathematics knowledge test, including content covered by the game, was administered at the beginning and end of the study to assess the children's mathematics skills. Game scores were also analysed. At the end of the study, the children participated in an interview, answering questions about the game and the peer tutoring experience. The average game scores increased significantly for the entirety of the children, and also for both groups separately. MA only decreased significantly in the no-peer tutoring group, suggesting that the peer tutoring approach, which was expected to reduce MA, was not successful. No statistically significant differences were found between the peer tutoring and the no-peer tutoring groups in terms of game scores, mathematics errors and MA, further pointing out that the peer tutoring approach was not successful either in reducing MA or in stimulating mathematics learning. [ABSTRACT FROM AUTHOR]

This study aims to develop mathematical anxiety instruments of elementary school students in Singkawang that have good validity and reliability and can be applied in accordance with conditions in Indonesia. The subjects of this study were 710 Elementary School students in Singkawang. With the use of math anxiety questionnaire, it is hoped that it can be used as a measuring tool for teachers to find out students' mathematics anxiety. The method used in this research is R & D which is conducted for 1 year. The research design that was designed as a 4D development model without Dissemination stages, namely Define, Design and Develop. Data were analyzed through testing validity, reliability, and confirmatory factor analysis. The results of the confirmatory factor analysis show that students' mathematical anxiety instruments need to make some changes/improvements in accordance with the suggestions and various considerations before the students' mathematical anxiety instruments are used. Therefore, it is necessary to conduct further research to obtain the desired student's mathematical anxiety instrument. [ABSTRACT FROM AUTHOR]

Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [ABSTRACT FROM AUTHOR]

The math identity that teachers hold can influence how they teach and the math identities that their students develop. This study on preservice elementary teachers (N = 13) describes the feelings the participants have toward teaching math, how they developed those feelings, and how they view the identity of “not a math person.” Unlike previous studies, the participants in this study expressed very positive feelings about math and about teaching math. Feeling competent in math, having a strong “math for teaching” course, and seeing math as relevant to daily life were the key components to their positive feelings. Although they know that people identify as “not a math person,” they believe that no one is born unable to learn math. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the psychometric characteristics of the Math Anxiety Scale (MANX; Erol, 1989) with data collected from 952 middle school students in Turkey. The Rasch Rating Scale model was used to examine the MANX at the item level. The results reveal that although the MANX is sensitive to detect students with moderate levels of math anxiety and it is not targeted to identify those with very high and low math anxiety levels, it has high reliability and validity. Moreover, the majority of the MANX items are of good quality. The results provide strong evidence for the validation of the MANX despite the need for deletion of eight misfit items, and three redundant items. [ABSTRACT FROM AUTHOR]

As an important player in their child's education, parents should discuss mathematics with their young children. Since children who are read to regularly by their parents have higher literacy rates; we posit that positive interactions between children and their caregivers would increase children's competence in mathematics and lower rates of mathematics anxiety. We present findings from a design based experiment of original technology developed to encourage parents to engage in mathematical dialogue with their children. Three rounds of research were conducted with mother and preschool child pairs. Our findings indicated that an iPad app can present rich tasks for preschool children and prompts for the parents to encourage productive discussion. [ABSTRACT FROM AUTHOR]

According to Bandura (1977, 1997), four sources of information inform people's self-efficacy beliefs: mastery experiences, vicarious experiences, verbal persuasion, and physiological and emotional states. To date, most research on the sources of mathematics self-efficacy has been quantitative in nature. The purpose of this study was to qualitatively examine the sources of selfefficacy for a small group of young adults who dislike mathematics to uncover the more covert aspects of the sources of their mathematics self-efficacy. In this paper, I share evidence from this study that reveal flaws in the methodology used in prominent quantitative studies examining the sources of mathematics self-efficacy. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify differences in middle grades students' math anxiety levels based on 952 Turkish 8th grade students' responses to the Math Anxiety Scale (Erol, 1989) from nine schools located in different regions of Turkey. A mixture partial credit model analysis revealed three distinct latent classes based on homogeneities in response patterns. Latent class membership indicated that students in Class 1 had the lowest anxiety towards mathematics lessons, mathematics in daily life, and test and evaluation, and highest self-confidence about mathematics as opposed to students in Class 3 with the highest anxiety in these characteristics and with the lowest self-confidence about mathematics. Characterizing differences between members of each latent class extends recent advances in measuring math anxiety. [ABSTRACT FROM AUTHOR]

This article explores the relationship between an intensive remedial math course for freshmen engineering majors and students' math anxiety (MA) and math self-efficacy (MSE) levels. MA and MSE have been shown to influence students' pursuit and completion of a math-related major, making these important factors to consider for these students in their first semester. Data were collected from 565 students using items from the existing Mathematics Anxiety Rating Scale and the Mathematics Self-Efficacy Survey. This study uses Analysis of Covariance (ANCOVA) to determine the effects of the remedial course on students' MA and MSE while controlling for confounding variables such as student's gender and type of high school. Results showed there was a significant increase in students' MA and MSE levels after the intensive course. Implications for math instructors designing this type of remedial course are discussed. [ABSTRACT FROM AUTHOR]

Mathematics anxiety debilitates many students, reducing academic success and quantitative literacy. Although various treatments have been researched, there has been no successful intervention for this phenomenon. Meditation has been recognized as helping individuals reduce other forms of anxiety. Research in this field is limited due to the internal nature of meditation. In this study, a device called a Muse Headband addressed some of these limitations. Results showed that meditation can potentially help students reduce their mathematics anxiety. [ABSTRACT FROM AUTHOR]

Mathematics has been viewed as a tough subject due to factors like anxiety and methods used for teaching. Anxiety itself has resulted to poor performance in Mathematics subject. The study seeks to ascertain the effects of mathematics anxiety on students' performance and to identify the gender differences between male and female students in Mathematics performance. The sample of this study consists of 326 students from a selected higher learning institution. Data were collected using a questionnaire and interview schedule. The research hypotheses were tested using Structural Equation Modelling where the finding revealed that there is a significant negative relationship between mathematics anxiety and students' performance. However, when comparing the anxiety towards performance of students, the results demonstrated that females were more anxious than males which mean that females' performance was also affected more negatively. This study concludes that, to improve the students' performance in mathematics subjects, efforts should be undertaken by reducing the level of mathematics anxiety in which students should be highly motivated and have better self-confidence. [ABSTRACT FROM AUTHOR]

For computer engineering students, mathematics is fundamental. However, it is a subject with a high failure rate, and mathematics anxiety is common, also in STEM. To provide students with a working knowledge of mathematics valuable for a computer engineer, learning experiences should promote conceptual understanding of mathematical ideas and the ability to discuss mathematical problems and solutions. Collaborative learning may promote such learning outcomes. In this study, we investigate the use of a modified team based learning (TBL) approach in a second year mathematics course. The implementation aimed to promote collaborative learning through group work, but did not include formalized peer assessment and competition between groups. Six students were interviewed in depth about their experiences from the course. The study sheds light on the balance between providing flexibility to accommodate students' individual needs and preferences, and imposing the structure needed to achieve the intended collaboration. Issues of preparation, attendance and freeloading are discussed. As an implication for higher IT education, we propose the use of TBL in mathematics courses to encourage students' conceptual understanding through structured group work. We provide a set of lessons learned as advice for such implementation. [ABSTRACT FROM AUTHOR]

Recently, the notion of price promotion has grown interest and attention by academics and practitioners. Marketers frequently use price promotions in order to increase sales. Nowadays, companies spend a huge amount of money to communicate price promotions campaigns. In addition, the way of presenting a price reduction is a crucial factor for retailers and manufacturers due to its influence in consumers' behavior. The main purpose of the paper is to address and review existing empirical findings regarding price promotion and purchase intention and give suggestions for marketers to set the most appropriate ways to provide price promotion. The paper will begin by an overview of price promotion influence on purchase intention. In addition, it deals with the moderating role of math anxiety on purchase intention. Finally, it will draw implications for marketers how to implement price promotion strategies in order to attract customers and increase sales; and propose suggestions for further research to examine the relationship between proposed variables in the context of price promotion. However, the following study presents a research at the initial phase, hence the research objectives will be achieved by analyzing the available theory. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math lessons and use of mathematics in daily life, and more selfefficacy for mathematics than students in Class 2. Moreover, students in Class 1 were found to be more successful in mathematics, mostly like mathematics and mathematics teachers, and have better educated mothers in comparison to students in Class 2. However, gender, attending private or public schools, and education levels of fathers did not appear to differ between the classes. Capturing such fine-grained information extends recent advances in measuring math anxiety. [ABSTRACT FROM AUTHOR]

Research has demonstrated a connection between teachers' ability to teach and their content knowledge, attitudes, and beliefs (Ball, 1991; Ernest, 1989; Fennema & Franke, 1992; Wilkins, 2008). As such, Wilkins (2008) suggested that teacher education programs address these components alongside content knowledge. To address this, we developed and implemented seminars that incorporated strategies for improving mindfulness, reducing anxiety, improving self-efficacy, and shifting toward a growth mindset for our teacher candidate participants. Our project also included a personalized learning pathway component, designed to develop participants' self-efficacy and content knowledge in mathematics and their knowledge of how to use such pathways in their future classrooms. In this paper, we present preliminary qualitative results from this research. [ABSTRACT FROM AUTHOR]

A quantitative and correlational, survey methods were used to investigate the relationships among mathematical anxiety and attitude toward student's mathematics performance. Participants were 100 students volunteer to enroll in undergraduate Industrial Statistics, Decision Sciences and Business Mathematics at one of northern university in Malaysia. Survey data consisted of demographic items and Likert scale items. The collected data was analyzed by using the idea of correlation and regression analysis. The results indicated that there was a significant positive relationship between students' attitude and mathematics anxiety. Results also indicated that a substantial positive effect of students' attitude and mathematics anxiety in students' achievement. Further study can be conducted on how mathematical anxiety and attitude toward mathematics affects can be used to predict the students' performance in the class. [ABSTRACT FROM AUTHOR]

The study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among elementary preservice teachers. Participants included 28 elementary preservice teachers at a mid-sized university in the southeastern United States who had just completed a mathematics methods course. Data sources included the Mathematics Anxiety Rating Scale, Mathematics Teaching Efficacy Beliefs Instrument, and interviews. Findings revealed a significant, moderate negative relationship between mathematics anxiety and mathematics teacher efficacy (r = -.440, p < .05). In general, the preservice teachers with the lowest degrees of mathematics anxiety had the highest levels of mathematics teacher efficacy. The interviews indicated that efficaciousness toward mathematics teaching practices, descriptions of mathematics, and basis for mathematics teaching efficacy beliefs were associated with mathematics anxiety. ..PAT.-Conference Proceeding [ABSTRACT FROM AUTHOR]

In a society where mathematics is considered a universal language, mathematical illiteracy can severely limit one’s potential to succeed. Thus, those individuals who are math anxious suffer a great disadvantage in achieving their goals. Mathematics anxiety is a well-documented phenomenon that affects many individuals through feelings of tension, apprehension, or fear that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations (e.g. Ashcraft, 2002; Hembree, 1990). Students may acquire it in the classroom from lack of understanding and self-doubt, which often results in avoidance strategies that further exacerbate the problem (Ashcraft, 2002). Teachers may face it as new curricula demand unfamiliar pedagogy that challenges their beliefs as well as methods of teaching (Battista, 1994). In the elementary classroom, these two roles may react with one another, initiating a cycle of incomplete understanding and insecurity. This report proposes to examine the acquisition, development and propagation of math anxiety in elementary school education. [ABSTRACT FROM AUTHOR]