Mathematics and Sex

Ernest, John

doi:10.2307/2319884

Cited by 41 publications

(34 citation statements)

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“…The end result is a feedback loop in which adults with math anxiety often perform poorly on standardized math tests (Hembree, 1990; Ashcraft and Krause, 2007), avoid arithmetic classes (Hembree, 1990; Ashcraft and Moore, 2009), and foster negative beliefs regarding their own math abilities (Lent et al, 1991; Ashcraft and Kirk, 2001), and in turn experience greater math anxiety and avoidance. Indeed, math anxiety has also long been cited as one of the main causes of low female enrollment in math and science courses (Ernest, 1976; Tobias and Weissbrod, 1980; Meece et al, 1982; Hembree, 1990). …”

Section: Introductionmentioning

confidence: 99%

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

et al. 2012

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Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

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Section: Introductionmentioning

confidence: 99%

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

et al. 2012

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“…According to Banks (1964), the attitudes of prospective elementary teachers' own previous teachers are the most significant contributing factors in formulating their own attitudes. Other research has supported this finding (Aiken, 1972a;Ernest, 1976;Karp, 1988Karp, , 1991Meyer, 1980;Nicholls et al, 1990). Teachers impose their own attitudes and beliefs toward mathematics on their own students (Meece et al, 1990;Midgley et al, 1989), and many of these students eventually become teachers themselves.…”

Section: Elementary Teacher and Preservice Teacher Attitudesmentioning

confidence: 58%

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

Perry

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“…On the other hand, some researchers expressed a marked difference in the intensity of the phenomenon in students according to their gender, being affected mainly the female gender (Sells, 1973;Ernest, 1976;Hilton, 1980). Stent (1977) and Brown & Gray (1992) point out that up to 12 years, the difference is not visible.…”

Section: Anxiety Towards Mathematicsmentioning

confidence: 99%

From Anxiety as a Psychological and Biological Phenomenon to Mathematics Anxiety: A Theoretical Approach

Moreno-García¹,

Garcı́a-Santillán²,

Molchanova³

et al. 2017

European Journal of Contemporary Education

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In the educational field, anxiety towards mathematics has been a recurrent theme that has been intensified with the results of the PISA test of 2012 and 2015. Since students who are anxious about mathematics tend to avoid any area related to mathematics, it leads to a decrease in the number of professionals in mathematics. However, this construct comes from a later history, which is the study of anxiety itself as a psychological and biological phenomenon. For this reason, this work carries out a theoretical revision of those seminal contributions that gave rise to the explanation from the theoretical construct of anxiety for later and in a specific way, to derive in the empirical studies of anxiety towards mathematics.

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Mathematics and Sex

Cited by 41 publications

References 0 publications

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

From Anxiety as a Psychological and Biological Phenomenon to Mathematics Anxiety: A Theoretical Approach

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