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2008-08-01
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This thesis project addresses math anxiety from both the student’s and the educator’s perspective. It explores topics on math anxiety that include racial and gender differences, evaluating pre-service teachers, and the potential causes and solutions for this all too common challenge. The study was conducted via questionnaire with ten teachers ranging from elementary grade through high school. The teachers responded to a 12 question survey that covered their own potential math anxiety, the anxiety, if any, observed in their classrooms, and questions that asked about teaching strategies they have employed to correct or avoid math anxiety in their students. Conclusions affirm the reality of math anxiety for both instructor and student. Recommendations include incorporating anxiety assessments in math curriculum as well as professional workshops to assist teachers in preparation to identify and assist those students who struggle with math anxiety as well as their own.
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