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Using data from the Longitudinal Study of American Youth (LSAY), we aimed to determine the causal ordering between mathematics anxiety and mathematics achievement. Results of structural equation modelling showed that, across the entire junior and senior high school, prior low mathematics achievement significantly related to later high mathematics anxiety, but prior high mathematics anxiety hardly related to later low mathematics achievement. Mathematics achievement was more reliably stable from year to year than mathematics anxiety. There were statistically significant gender differences in the causal ordering between mathematics anxiety and mathematics achievement. Prior low mathematics achievement significantly related to later high mathematics anxiety for boys across the entire junior and senior high school but for girls at critical transition points only. Mathematics anxiety was more reliably stable from year to year among girls than among boys.

This study examines the impact of computer technology (CT) on mathematics education in K-12 classrooms through a systematic review of existing literature. A metaanalysis of 85 independent effect sizes extracted from 46 primary studies involving a total of 36,793 learners indicated statistically significant positive effects of CT on mathematics achievement. In addition, several characteristics of primary studies were identified as having effects. For example, CT showed advantage in promoting mathematics achievement of elementary over secondary school students. As well, CT showed larger effects on the mathematics achievement of special need students than that of general education students, the positive effect of CT was greater when combined with a constructivist approach to teaching than with a traditional approach to teaching, and studies that used nonstandardized tests as measures of mathematics achievement reported larger effects of CT than studies that used standardized tests. The weighted least squares univariate and multiple regression analyses indicated that mathematics achievement could be accounted for by a few technology, implementation and learner characteristics in the studies.This study examines the impact of computer technology (CT) on mathematics education through a systematic review of existing literature. This extensive meta-analysis of existing empirical evidence focuses on student mathematics achievement and optimal conditions for mathematics learning in K-12 (kindergarten to grade 12) classrooms.The use of CT has become increasingly popular in elementary and secondary schools over the past several decades. There is little doubt that technology has become a ubiquitous tool for teaching and learning. The National Council of Teachers of Mathematics (NCTM 2000) emphasized the importance of the use of technology in mathematics education, Educ Psychol Rev (2010) 22:215-243

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