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You searched for subject:(math anxiety). Showing records 1 – 30 of 99 total matches.

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Leiden University

1. Kleinloog, Anna Elisabeth. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.

Degree: 2016, Leiden University

 This study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’… (more)

Subjects/Keywords: math anxiety; gender stereotyping; math performance

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APA (6th Edition):

Kleinloog, A. E. (2016). Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34853

Chicago Manual of Style (16th Edition):

Kleinloog, Anna Elisabeth. “Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.” 2016. Masters Thesis, Leiden University. Accessed March 08, 2021. http://hdl.handle.net/1887/34853.

MLA Handbook (7th Edition):

Kleinloog, Anna Elisabeth. “Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.” 2016. Web. 08 Mar 2021.

Vancouver:

Kleinloog AE. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1887/34853.

Council of Science Editors:

Kleinloog AE. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/34853


University of Illinois – Chicago

2. Sovansky, Erin E. The Relationship between State Math Anxiety and Working Memory Capacity.

Degree: 2016, University of Illinois – Chicago

 Previous work has found that math-anxious individuals perform more poorly on math-related working memory capacity (WMC) measures (Ashcraft & Kirk, 2001).However, based on previous work… (more)

Subjects/Keywords: Math; math anxiety, working memory, executive functioning

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APA (6th Edition):

Sovansky, E. E. (2016). The Relationship between State Math Anxiety and Working Memory Capacity. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sovansky, Erin E. “The Relationship between State Math Anxiety and Working Memory Capacity.” 2016. Thesis, University of Illinois – Chicago. Accessed March 08, 2021. http://hdl.handle.net/10027/21216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sovansky, Erin E. “The Relationship between State Math Anxiety and Working Memory Capacity.” 2016. Web. 08 Mar 2021.

Vancouver:

Sovansky EE. The Relationship between State Math Anxiety and Working Memory Capacity. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10027/21216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sovansky EE. The Relationship between State Math Anxiety and Working Memory Capacity. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Central Connecticut State University

3. Ruben, Thomas. A comparison between male and female mathematics anxiety at a community college / Thomas Ruben.

Degree: Department of Mathematical Sciences, 1998, Central Connecticut State University

 A study was performed using a convenience sample of 90 students at a northeastern community college to determine gender differences of math anxiety and its… (more)

Subjects/Keywords: Math anxiety

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APA (6th Edition):

Ruben, T. (1998). A comparison between male and female mathematics anxiety at a community college / Thomas Ruben. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1344

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ruben, Thomas. “A comparison between male and female mathematics anxiety at a community college / Thomas Ruben.” 1998. Thesis, Central Connecticut State University. Accessed March 08, 2021. http://content.library.ccsu.edu/u?/ccsutheses,1344.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ruben, Thomas. “A comparison between male and female mathematics anxiety at a community college / Thomas Ruben.” 1998. Web. 08 Mar 2021.

Vancouver:

Ruben T. A comparison between male and female mathematics anxiety at a community college / Thomas Ruben. [Internet] [Thesis]. Central Connecticut State University; 1998. [cited 2021 Mar 08]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1344.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ruben T. A comparison between male and female mathematics anxiety at a community college / Thomas Ruben. [Thesis]. Central Connecticut State University; 1998. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1344

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Wisconsin – Stout

4. Truttschel, William J. Mathematics anxiety at Chippewa Valley Technical College.

Degree: 2002, University of Wisconsin – Stout

Subjects/Keywords: Math anxiety

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APA (6th Edition):

Truttschel, W. J. (2002). Mathematics anxiety at Chippewa Valley Technical College. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2002/2002truttschelw.pdf ; http://digital.library.wisc.edu/1793/40703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Truttschel, William J. “Mathematics anxiety at Chippewa Valley Technical College.” 2002. Thesis, University of Wisconsin – Stout. Accessed March 08, 2021. http://www.uwstout.edu/lib/thesis/2002/2002truttschelw.pdf ; http://digital.library.wisc.edu/1793/40703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Truttschel, William J. “Mathematics anxiety at Chippewa Valley Technical College.” 2002. Web. 08 Mar 2021.

Vancouver:

Truttschel WJ. Mathematics anxiety at Chippewa Valley Technical College. [Internet] [Thesis]. University of Wisconsin – Stout; 2002. [cited 2021 Mar 08]. Available from: http://www.uwstout.edu/lib/thesis/2002/2002truttschelw.pdf ; http://digital.library.wisc.edu/1793/40703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Truttschel WJ. Mathematics anxiety at Chippewa Valley Technical College. [Thesis]. University of Wisconsin – Stout; 2002. Available from: http://www.uwstout.edu/lib/thesis/2002/2002truttschelw.pdf ; http://digital.library.wisc.edu/1793/40703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Waterloo

5. Maloney, Erin Anne. The relation between math anxiety and basic numerical and spatial processing.

Degree: 2011, University of Waterloo

Math anxiety refers to the negative reaction that many people experience when placed in situations that require mathematical problem solving (Richardson & Suinn, 1972). This… (more)

Subjects/Keywords: Math Anxiety; Numerical Processing

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APA (6th Edition):

Maloney, E. A. (2011). The relation between math anxiety and basic numerical and spatial processing. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/6154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Maloney, Erin Anne. “The relation between math anxiety and basic numerical and spatial processing.” 2011. Thesis, University of Waterloo. Accessed March 08, 2021. http://hdl.handle.net/10012/6154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Maloney, Erin Anne. “The relation between math anxiety and basic numerical and spatial processing.” 2011. Web. 08 Mar 2021.

Vancouver:

Maloney EA. The relation between math anxiety and basic numerical and spatial processing. [Internet] [Thesis]. University of Waterloo; 2011. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10012/6154.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Maloney EA. The relation between math anxiety and basic numerical and spatial processing. [Thesis]. University of Waterloo; 2011. Available from: http://hdl.handle.net/10012/6154

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Leiden University

6. Filippo, Nynke. De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen.

Degree: 2016, Leiden University

 This research had generated insight in the relation between math anxiety of parents and teachers and genderstereotyped thinking of parents, teachers and pupils on pupils’… (more)

Subjects/Keywords: math anxiety; math performance; teachers; parents; pupils; genderstereotyped thinking

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APA (6th Edition):

Filippo, N. (2016). De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/35535

Chicago Manual of Style (16th Edition):

Filippo, Nynke. “De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen.” 2016. Masters Thesis, Leiden University. Accessed March 08, 2021. http://hdl.handle.net/1887/35535.

MLA Handbook (7th Edition):

Filippo, Nynke. “De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen.” 2016. Web. 08 Mar 2021.

Vancouver:

Filippo N. De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1887/35535.

Council of Science Editors:

Filippo N. De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/35535


University of Houston

7. Elias, John T. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.

Degree: PhD, Psychology, Clinical, 2017, University of Houston

 Understanding the factors influencing math achievement may serve to guide future instruction and intervention techniques, though integrating factors across neuropsychological, affective, and environmental domains in… (more)

Subjects/Keywords: Math difficulty; Executive functions; Math anxiety; Parental expectations; Pre-algebra

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APA (6th Edition):

Elias, J. T. (2017). A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1840

Chicago Manual of Style (16th Edition):

Elias, John T. “A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.” 2017. Doctoral Dissertation, University of Houston. Accessed March 08, 2021. http://hdl.handle.net/10657/1840.

MLA Handbook (7th Edition):

Elias, John T. “A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT.” 2017. Web. 08 Mar 2021.

Vancouver:

Elias JT. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10657/1840.

Council of Science Editors:

Elias JT. A MODEL FOR THE CONTRIBUTIONS OF EXECUTIVE FUNCTIONS, MATH ANXIETY, AND PARENTAL EXPECTATIONS TOWARD MATH ACHIEVEMENT. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1840


University of South Carolina

8. Wright, Emma Kate C. Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety.

Degree: PhD, Psychology, 2017, University of South Carolina

  Children with learning disabilities frequently have comorbid anxiety, with some experiencing Math Anxiety (MA). Presently, research on MA in children with a math learning… (more)

Subjects/Keywords: Psychology; School Psychology; Social and Behavioral Sciences; Math Anxiety; Math Achievement

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APA (6th Edition):

Wright, E. K. C. (2017). Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4249

Chicago Manual of Style (16th Edition):

Wright, Emma Kate C. “Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety.” 2017. Doctoral Dissertation, University of South Carolina. Accessed March 08, 2021. https://scholarcommons.sc.edu/etd/4249.

MLA Handbook (7th Edition):

Wright, Emma Kate C. “Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety.” 2017. Web. 08 Mar 2021.

Vancouver:

Wright EKC. Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2021 Mar 08]. Available from: https://scholarcommons.sc.edu/etd/4249.

Council of Science Editors:

Wright EKC. Understanding Math Anxiety in Children: Deciphering the Contribution of Math Achievement, Working Memory, and General Anxiety. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4249


Brigham Young University

9. Hardy, Madeline Rose. Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research.

Degree: MS, 2020, Brigham Young University

 "Math anxiety is commonly defined as a feeling of tension, apprehension, or fear that interferes with math performance" (Ashcraft, 2002, p. 181). Symptoms of math(more)

Subjects/Keywords: math anxiety; math achievement; elementary education; secondary education; systematic reviews; Education

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APA (6th Edition):

Hardy, M. R. (2020). Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9757&context=etd

Chicago Manual of Style (16th Edition):

Hardy, Madeline Rose. “Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research.” 2020. Masters Thesis, Brigham Young University. Accessed March 08, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9757&context=etd.

MLA Handbook (7th Edition):

Hardy, Madeline Rose. “Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research.” 2020. Web. 08 Mar 2021.

Vancouver:

Hardy MR. Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2021 Mar 08]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9757&context=etd.

Council of Science Editors:

Hardy MR. Interventions and Supports to Ameliorate Math Anxiety in K-12 Schools: A Meta-Analysis of Experimental Group Design Research. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9757&context=etd


University of Texas – Austin

10. Buontempo, Jenny. Teachers, students, STEM beliefs and outcomes.

Degree: PhD, Science, Technology, Engineering, and Mathematics (STEM) Education, 2021, University of Texas – Austin

 Theory suggests that beliefs are a critical component of student success in the STEM fields. This dissertation presents three analytic chapters that explore student and… (more)

Subjects/Keywords: Beliefs; Teachers; STEM; STEM beliefs; High school math teachers; High school math students; Math confidence; Math anxiety; Math mindset; Math teacher beliefs; Math student beliefs; Gender difference; Academic outcomes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Buontempo, J. (2021). Teachers, students, STEM beliefs and outcomes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/11649

Chicago Manual of Style (16th Edition):

Buontempo, Jenny. “Teachers, students, STEM beliefs and outcomes.” 2021. Doctoral Dissertation, University of Texas – Austin. Accessed March 08, 2021. http://dx.doi.org/10.26153/tsw/11649.

MLA Handbook (7th Edition):

Buontempo, Jenny. “Teachers, students, STEM beliefs and outcomes.” 2021. Web. 08 Mar 2021.

Vancouver:

Buontempo J. Teachers, students, STEM beliefs and outcomes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2021. [cited 2021 Mar 08]. Available from: http://dx.doi.org/10.26153/tsw/11649.

Council of Science Editors:

Buontempo J. Teachers, students, STEM beliefs and outcomes. [Doctoral Dissertation]. University of Texas – Austin; 2021. Available from: http://dx.doi.org/10.26153/tsw/11649


Central Connecticut State University

11. Phillips, Sean T., 1989-. Cooperative Learning and its Effects on Mathematics Anxiety.

Degree: Department of Mathematical Sciences, 2015, Central Connecticut State University

Mathematics anxiety has kept students from excelling in mathematics. Several methods of instilling confidence have been instituted within the clasroom by countless teachers. However, sturctures… (more)

Subjects/Keywords: Group work in education.; Math anxiety.

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APA (6th Edition):

Phillips, Sean T., 1. (2015). Cooperative Learning and its Effects on Mathematics Anxiety. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2185

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Phillips, Sean T., 1989-. “Cooperative Learning and its Effects on Mathematics Anxiety.” 2015. Thesis, Central Connecticut State University. Accessed March 08, 2021. http://content.library.ccsu.edu/u?/ccsutheses,2185.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Phillips, Sean T., 1989-. “Cooperative Learning and its Effects on Mathematics Anxiety.” 2015. Web. 08 Mar 2021.

Vancouver:

Phillips, Sean T. 1. Cooperative Learning and its Effects on Mathematics Anxiety. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2021 Mar 08]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2185.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Phillips, Sean T. 1. Cooperative Learning and its Effects on Mathematics Anxiety. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2185

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Maryland

12. Reed, Kara Lianna. Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?.

Degree: Education Policy, and Leadership, 2014, University of Maryland

 The purpose of this study was to determine if participation in a Year Long Math Course (YLMC) for professional development would reduce teacher personal or… (more)

Subjects/Keywords: Education; Teacher education; elementary; math anxiety; teacher

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APA (6th Edition):

Reed, K. L. (2014). Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/15314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reed, Kara Lianna. “Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?.” 2014. Thesis, University of Maryland. Accessed March 08, 2021. http://hdl.handle.net/1903/15314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reed, Kara Lianna. “Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?.” 2014. Web. 08 Mar 2021.

Vancouver:

Reed KL. Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?. [Internet] [Thesis]. University of Maryland; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1903/15314.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed KL. Do K, 1, 2 teachers who participated in a year long math course have less teacher math anxiety than those who did not participate?. [Thesis]. University of Maryland; 2014. Available from: http://hdl.handle.net/1903/15314

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

13. Barton, Michelle Erin. Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools.

Degree: Education, 2018, UCLA

 There is a significant gender gap in the STEM fields—a gap that is attributable to factors that occur much earlier than previously believed and that… (more)

Subjects/Keywords: Education; Jewish day school; math anxiety; mathematics; math-gender stereotype threat; mothers; parent education

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APA (6th Edition):

Barton, M. E. (2018). Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/33m1n7bg

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Barton, Michelle Erin. “Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools.” 2018. Thesis, UCLA. Accessed March 08, 2021. http://www.escholarship.org/uc/item/33m1n7bg.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Barton, Michelle Erin. “Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools.” 2018. Web. 08 Mar 2021.

Vancouver:

Barton ME. Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools. [Internet] [Thesis]. UCLA; 2018. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/33m1n7bg.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barton ME. Combating Math-Gender Stereotype Threat with Parent Education in Jewish Day Schools. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/33m1n7bg

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – San Bernardino

14. Olid, Pilar. The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance.

Degree: MAin Psychological Science, Psychology, 2020, California State University – San Bernardino

Math anxiety refers to a negative emotional response to math-related stimuli. Studies have found a negative correlation between math anxiety and math performance—as math(more)

Subjects/Keywords: Math anxiety; working memory capacity; numerical processing; arithmetic; numeracy; math performance; Cognitive Psychology

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APA (6th Edition):

Olid, P. (2020). The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/974

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Olid, Pilar. “The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance.” 2020. Thesis, California State University – San Bernardino. Accessed March 08, 2021. https://scholarworks.lib.csusb.edu/etd/974.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Olid, Pilar. “The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance.” 2020. Web. 08 Mar 2021.

Vancouver:

Olid P. The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance. [Internet] [Thesis]. California State University – San Bernardino; 2020. [cited 2021 Mar 08]. Available from: https://scholarworks.lib.csusb.edu/etd/974.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Olid P. The Role of Numerical Processing and Working Memory Capacity on the Relationship Between Math Anxiety and Math Performance. [Thesis]. California State University – San Bernardino; 2020. Available from: https://scholarworks.lib.csusb.edu/etd/974

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

15. Stiegelmeyer, Cindy Kay. The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers.

Degree: PhD, Educational Studies, 2012, University of South Carolina

  This study surveyed 82 preservice elementary teachers using items from an instrument designed to predict student achievement based on a teacher's mathematics knowledge for… (more)

Subjects/Keywords: Education; Educational Psychology; math anxiety; mathematics beliefs; mathematics knowledge for teaching; math myths; preservice teachers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stiegelmeyer, C. K. (2012). The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1037

Chicago Manual of Style (16th Edition):

Stiegelmeyer, Cindy Kay. “The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers.” 2012. Doctoral Dissertation, University of South Carolina. Accessed March 08, 2021. https://scholarcommons.sc.edu/etd/1037.

MLA Handbook (7th Edition):

Stiegelmeyer, Cindy Kay. “The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers.” 2012. Web. 08 Mar 2021.

Vancouver:

Stiegelmeyer CK. The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2021 Mar 08]. Available from: https://scholarcommons.sc.edu/etd/1037.

Council of Science Editors:

Stiegelmeyer CK. The Relationship Between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/1037

16. Karlén, Anne. Matematik- och provångest : En litteratur- och intervjustudie om elevers känslor förmatematik, hur dessa påverkas av provsituationer samt lärares förståelse för detta.

Degree: 2020, , Educational Work

  Den här studien syftar till att undersöka hur elevers matematikprestationer påverkas av eventuell prov- och / eller matematikångest, om det finns åtgärder som reducerar… (more)

Subjects/Keywords: math* anxiety; test anxiety; test; math* performance; overcoming math*/test anxiety; matematikångest; provångest; prov; matematikprestationer; komma över matematik- och provångest; Pedagogical Work; Pedagogiskt arbete

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Karlén, A. (2020). Matematik- och provångest : En litteratur- och intervjustudie om elevers känslor förmatematik, hur dessa påverkas av provsituationer samt lärares förståelse för detta. (Thesis). , Educational Work. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-35597

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Karlén, Anne. “Matematik- och provångest : En litteratur- och intervjustudie om elevers känslor förmatematik, hur dessa påverkas av provsituationer samt lärares förståelse för detta.” 2020. Thesis, , Educational Work. Accessed March 08, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35597.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Karlén, Anne. “Matematik- och provångest : En litteratur- och intervjustudie om elevers känslor förmatematik, hur dessa påverkas av provsituationer samt lärares förståelse för detta.” 2020. Web. 08 Mar 2021.

Vancouver:

Karlén A. Matematik- och provångest : En litteratur- och intervjustudie om elevers känslor förmatematik, hur dessa påverkas av provsituationer samt lärares förståelse för detta. [Internet] [Thesis]. , Educational Work; 2020. [cited 2021 Mar 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-35597.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karlén A. Matematik- och provångest : En litteratur- och intervjustudie om elevers känslor förmatematik, hur dessa påverkas av provsituationer samt lärares förståelse för detta. [Thesis]. , Educational Work; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-35597

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Gulick, Mimi E. Anxiety in action.

Degree: 2013, SUNY College at Fredonia

Math Anxiety is a term used to describe the anxious symptoms felt by those who suffer from it while confronted with mathematics. This study investigated… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Higher).; College students  – Psychology.; Math anxiety.; Anxiety  – Testing.

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APA (6th Edition):

Gulick, M. E. (2013). Anxiety in action. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/58408

Chicago Manual of Style (16th Edition):

Gulick, Mimi E. “Anxiety in action. ” 2013. Masters Thesis, SUNY College at Fredonia. Accessed March 08, 2021. http://hdl.handle.net/1951/58408.

MLA Handbook (7th Edition):

Gulick, Mimi E. “Anxiety in action. ” 2013. Web. 08 Mar 2021.

Vancouver:

Gulick ME. Anxiety in action. [Internet] [Masters thesis]. SUNY College at Fredonia; 2013. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1951/58408.

Council of Science Editors:

Gulick ME. Anxiety in action. [Masters Thesis]. SUNY College at Fredonia; 2013. Available from: http://hdl.handle.net/1951/58408


University of Zambia

18. Kalima, Kalima. Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province .

Degree: 2011, University of Zambia

 This study investigated the prevalence and nature of mathematical difficulties among grade five pupils in selected schools of Lusaka Province. The objectives of this study… (more)

Subjects/Keywords: Math anxiety – Zambia; Mathematics – Study and teaching – Psychological aspects

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APA (6th Edition):

Kalima, K. (2011). Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/361

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kalima, Kalima. “Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province .” 2011. Thesis, University of Zambia. Accessed March 08, 2021. http://hdl.handle.net/123456789/361.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kalima, Kalima. “Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province .” 2011. Web. 08 Mar 2021.

Vancouver:

Kalima K. Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/123456789/361.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kalima K. Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/361

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Merced

19. Erickson, Shanna Lin. Math Anxiety And Metacognition in Mathematics Education.

Degree: Cognitive and Information Sciences, 2015, University of California – Merced

 This dissertation explores the connections among metacognition, math ability, and math anxiety, predominantly within an educational context. An ultimate goal is to improve student success… (more)

Subjects/Keywords: Mathematics education; Cognitive psychology; math anxiety; Mathematics education; metacogntion

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APA (6th Edition):

Erickson, S. L. (2015). Math Anxiety And Metacognition in Mathematics Education. (Thesis). University of California – Merced. Retrieved from http://www.escholarship.org/uc/item/26w5j72t

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Erickson, Shanna Lin. “Math Anxiety And Metacognition in Mathematics Education.” 2015. Thesis, University of California – Merced. Accessed March 08, 2021. http://www.escholarship.org/uc/item/26w5j72t.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Erickson, Shanna Lin. “Math Anxiety And Metacognition in Mathematics Education.” 2015. Web. 08 Mar 2021.

Vancouver:

Erickson SL. Math Anxiety And Metacognition in Mathematics Education. [Internet] [Thesis]. University of California – Merced; 2015. [cited 2021 Mar 08]. Available from: http://www.escholarship.org/uc/item/26w5j72t.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erickson SL. Math Anxiety And Metacognition in Mathematics Education. [Thesis]. University of California – Merced; 2015. Available from: http://www.escholarship.org/uc/item/26w5j72t

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

20. Kimber, Charles Tenison. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.

Degree: 2009, Temple University

CITE/Mathematics and Science Education

Ed.D.

The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and… (more)

Subjects/Keywords: Education, Mathematics; math anxiety; mathematics achievement; self-regulated learning

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APA (6th Edition):

Kimber, C. T. (2009). The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,27315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kimber, Charles Tenison. “The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.” 2009. Thesis, Temple University. Accessed March 08, 2021. http://digital.library.temple.edu/u?/p245801coll10,27315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kimber, Charles Tenison. “The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.” 2009. Web. 08 Mar 2021.

Vancouver:

Kimber CT. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. [Internet] [Thesis]. Temple University; 2009. [cited 2021 Mar 08]. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kimber CT. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Leiden University

21. Bijnagte, Sara Maria. De relatie tussen zelfvertrouwen, rekenangst en de rekentoets.

Degree: 2014, Leiden University

 This study focused on the relationship between math anxiety and self-efficacy in pre-service and primary teachers. The sample consisted of 921 participants. All participants filled… (more)

Subjects/Keywords: Math anxiety; self-efficacy; pre-service teachers; primary level teachers

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APA (6th Edition):

Bijnagte, S. M. (2014). De relatie tussen zelfvertrouwen, rekenangst en de rekentoets. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/30152

Chicago Manual of Style (16th Edition):

Bijnagte, Sara Maria. “De relatie tussen zelfvertrouwen, rekenangst en de rekentoets.” 2014. Masters Thesis, Leiden University. Accessed March 08, 2021. http://hdl.handle.net/1887/30152.

MLA Handbook (7th Edition):

Bijnagte, Sara Maria. “De relatie tussen zelfvertrouwen, rekenangst en de rekentoets.” 2014. Web. 08 Mar 2021.

Vancouver:

Bijnagte SM. De relatie tussen zelfvertrouwen, rekenangst en de rekentoets. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1887/30152.

Council of Science Editors:

Bijnagte SM. De relatie tussen zelfvertrouwen, rekenangst en de rekentoets. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/30152


Leiden University

22. Deugd, Michelle de. De relatie tussen de WISCAT Rekentoets en Rekenangst bij Pabostudenten.

Degree: 2014, Leiden University

 The purpose of this study was to examine the relation between the WISCAT test and math anxiety in pre-service and primary level teachers. The sample… (more)

Subjects/Keywords: Math anxiety; WISCAT; pre-service teachers; students; Primary level teachers

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APA (6th Edition):

Deugd, M. d. (2014). De relatie tussen de WISCAT Rekentoets en Rekenangst bij Pabostudenten. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/28392

Chicago Manual of Style (16th Edition):

Deugd, Michelle de. “De relatie tussen de WISCAT Rekentoets en Rekenangst bij Pabostudenten.” 2014. Masters Thesis, Leiden University. Accessed March 08, 2021. http://hdl.handle.net/1887/28392.

MLA Handbook (7th Edition):

Deugd, Michelle de. “De relatie tussen de WISCAT Rekentoets en Rekenangst bij Pabostudenten.” 2014. Web. 08 Mar 2021.

Vancouver:

Deugd Md. De relatie tussen de WISCAT Rekentoets en Rekenangst bij Pabostudenten. [Internet] [Masters thesis]. Leiden University; 2014. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1887/28392.

Council of Science Editors:

Deugd Md. De relatie tussen de WISCAT Rekentoets en Rekenangst bij Pabostudenten. [Masters Thesis]. Leiden University; 2014. Available from: http://hdl.handle.net/1887/28392

23. Amato, Luanne. Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics.

Degree: EdD, School of Education, 2018, Northeastern University

 The failure rate in elementary statistics for college students is cited to be as high as fifty percent with math anxiety identified as a chief… (more)

Subjects/Keywords: case study; gender; math anxiety; stage environment fit theory

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APA (6th Edition):

Amato, L. (2018). Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20279957

Chicago Manual of Style (16th Edition):

Amato, Luanne. “Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics.” 2018. Doctoral Dissertation, Northeastern University. Accessed March 08, 2021. http://hdl.handle.net/2047/D20279957.

MLA Handbook (7th Edition):

Amato, Luanne. “Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics.” 2018. Web. 08 Mar 2021.

Vancouver:

Amato L. Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2047/D20279957.

Council of Science Editors:

Amato L. Math anxiety: the impact on traditionally underserved and marginalized adult female undergraduate students in elementary statistics. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20279957


Wichita State University

24. Johnson, Catherine Erin. Attitude or anxiety: mathematics disposition of high school algebra I students .

Degree: 2006, Wichita State University

 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… (more)

Subjects/Keywords: Mathematics education; Math anxiety

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, C. E. (2006). Attitude or anxiety: mathematics disposition of high school algebra I students . (Masters Thesis). Wichita State University. Retrieved from http://hdl.handle.net/10057/650

Chicago Manual of Style (16th Edition):

Johnson, Catherine Erin. “Attitude or anxiety: mathematics disposition of high school algebra I students .” 2006. Masters Thesis, Wichita State University. Accessed March 08, 2021. http://hdl.handle.net/10057/650.

MLA Handbook (7th Edition):

Johnson, Catherine Erin. “Attitude or anxiety: mathematics disposition of high school algebra I students .” 2006. Web. 08 Mar 2021.

Vancouver:

Johnson CE. Attitude or anxiety: mathematics disposition of high school algebra I students . [Internet] [Masters thesis]. Wichita State University; 2006. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/10057/650.

Council of Science Editors:

Johnson CE. Attitude or anxiety: mathematics disposition of high school algebra I students . [Masters Thesis]. Wichita State University; 2006. Available from: http://hdl.handle.net/10057/650


Central Connecticut State University

25. Sharpe, Kristin, 1985-. Mathematics Test Anxiety and Its Effects on Student Performance.

Degree: Department of Mathematical Sciences, 2016, Central Connecticut State University

Many studies have stated that mathematics test anxiety negatively affects student performance. However, there are limited resources that provide support for implementing strategies in the… (more)

Subjects/Keywords: Mathematics – Study and teaching – Testing.; Math anxiety.; Academic achievement.

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APA (6th Edition):

Sharpe, Kristin, 1. (2016). Mathematics Test Anxiety and Its Effects on Student Performance. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sharpe, Kristin, 1985-. “Mathematics Test Anxiety and Its Effects on Student Performance.” 2016. Thesis, Central Connecticut State University. Accessed March 08, 2021. http://content.library.ccsu.edu/u?/ccsutheses,2286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sharpe, Kristin, 1985-. “Mathematics Test Anxiety and Its Effects on Student Performance.” 2016. Web. 08 Mar 2021.

Vancouver:

Sharpe, Kristin 1. Mathematics Test Anxiety and Its Effects on Student Performance. [Internet] [Thesis]. Central Connecticut State University; 2016. [cited 2021 Mar 08]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2286.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sharpe, Kristin 1. Mathematics Test Anxiety and Its Effects on Student Performance. [Thesis]. Central Connecticut State University; 2016. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2286

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Johansson, Rebecka. Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson.

Degree: Science and Technology, 2016, Örebro University

Att höra någon uttrycka att den ogillar matematik är inte ovanligt. I detta arbete undersöks vilka faktorer som påverkar personers negativa känslor inför matematik.… (more)

Subjects/Keywords: math anxiety; teaching; learning; achievement; matematikångest; undervisning; lärande; prestation; Mathematics; Matematik

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APA (6th Edition):

Johansson, R. (2016). Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johansson, Rebecka. “Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson.” 2016. Thesis, Örebro University. Accessed March 08, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johansson, Rebecka. “Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson.” 2016. Web. 08 Mar 2021.

Vancouver:

Johansson R. Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson. [Internet] [Thesis]. Örebro University; 2016. [cited 2021 Mar 08]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johansson R. Räkna med ångest : Systematisk litteraturstudie, en kartläggning av faktorer som påverkar personers negativa känslor inför matematik Rebecka Johansson. [Thesis]. Örebro University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Ward, J.B. Assessment of factors limiting successful completion of quantitative courses in the undergraduate hospitality curriculum.

Degree: Restaurant, hotel, and Institutional Management, 2001, Texas Tech University

The purpose of this research was to assess math anxiety performance levels of hospitality undergraduate students at the beginning and termination of their college career. Specifically studied were demographics, math confidence and anxiety levels, math performance ability and the interrelationship between them.

Subjects/Keywords: Math anxiety; Hospitality

…5. Student Reported Math Anxiety Levels 37 6. Overall Confidence Levels and Math… …Confidence 43 7. Relation of Anxiety Levels to Math Performance 45 VI CHAPTER I INTRODUCTION… …business-related fields of study. Quantitative anxiety in math and accounting in college has been… …students' anxiety toward math and accounting classes in college, none have focused primarily… …research has been conducted on math and anxiety, but none focused on the field of hospitality. A… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Ward, J. B. (2001). Assessment of factors limiting successful completion of quantitative courses in the undergraduate hospitality curriculum. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/20501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ward, J B. “Assessment of factors limiting successful completion of quantitative courses in the undergraduate hospitality curriculum.” 2001. Thesis, Texas Tech University. Accessed March 08, 2021. http://hdl.handle.net/2346/20501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ward, J B. “Assessment of factors limiting successful completion of quantitative courses in the undergraduate hospitality curriculum.” 2001. Web. 08 Mar 2021.

Vancouver:

Ward JB. Assessment of factors limiting successful completion of quantitative courses in the undergraduate hospitality curriculum. [Internet] [Thesis]. Texas Tech University; 2001. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/2346/20501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ward JB. Assessment of factors limiting successful completion of quantitative courses in the undergraduate hospitality curriculum. [Thesis]. Texas Tech University; 2001. Available from: http://hdl.handle.net/2346/20501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

28. Kaufman, Kaitlyn. Decreasing Math Anxiety Through Teaching Quadratic Equations.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

Math anxiety is known as having a feeling of fear that interferes with math performance. Many students today suffer from math anxiety as they… (more)

Subjects/Keywords: math anxiety; education; quadratics; CCSS; Algebra; Education; Secondary Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kaufman, K. (2017). Decreasing Math Anxiety Through Teaching Quadratic Equations. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/787

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kaufman, Kaitlyn. “Decreasing Math Anxiety Through Teaching Quadratic Equations.” 2017. Thesis, SUNY College at Brockport. Accessed March 08, 2021. https://digitalcommons.brockport.edu/ehd_theses/787.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kaufman, Kaitlyn. “Decreasing Math Anxiety Through Teaching Quadratic Equations.” 2017. Web. 08 Mar 2021.

Vancouver:

Kaufman K. Decreasing Math Anxiety Through Teaching Quadratic Equations. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2021 Mar 08]. Available from: https://digitalcommons.brockport.edu/ehd_theses/787.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kaufman K. Decreasing Math Anxiety Through Teaching Quadratic Equations. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/787

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

29. Melius, Joyce. Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses.

Degree: 2012, University of North Texas

 The purpose of this study is to identify and analyze the relationships that exist between mathematics anxiety and nurse self-efficacy for mathematics, and the medication… (more)

Subjects/Keywords: Nurses; calculations; math anxiety; medications; commonality analysis; regression

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Melius, J. (2012). Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115119/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Melius, Joyce. “Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses.” 2012. Thesis, University of North Texas. Accessed March 08, 2021. https://digital.library.unt.edu/ark:/67531/metadc115119/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Melius, Joyce. “Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses.” 2012. Web. 08 Mar 2021.

Vancouver:

Melius J. Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Mar 08]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115119/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Melius J. Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115119/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Drexel University

30. Scarpello, Gary Vincent. The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students.

Degree: 2005, Drexel University

Many students who suffer from mathematics anxiety have little confidence in their ability to do mathematics and tend to take the minimum number of required… (more)

Subjects/Keywords: Education; Math anxiety; Technical education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Scarpello, G. V. (2005). The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Scarpello, Gary Vincent. “The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students.” 2005. Thesis, Drexel University. Accessed March 08, 2021. http://hdl.handle.net/1860/492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Scarpello, Gary Vincent. “The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students.” 2005. Web. 08 Mar 2021.

Vancouver:

Scarpello GV. The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students. [Internet] [Thesis]. Drexel University; 2005. [cited 2021 Mar 08]. Available from: http://hdl.handle.net/1860/492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scarpello GV. The effect of mathematics anxiety on the course and career choice of high school vocational-technical education students. [Thesis]. Drexel University; 2005. Available from: http://hdl.handle.net/1860/492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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