Math Resurrection grant hodgepodge of information 6-20-08

Resources

Pretty decent review of math anxiety, causes and approaches to overcome it.

Includes:

Additional Support for Math Phobics

Problem Solving Strategies

More On Problem Solving

Review: Order of Operations

Free Worksheets for Practice

Algebra Worksheets

Fractions Worksheets

Multiplication and Division

Related Articles

Math Anxiety - Overcoming a Fear of Math

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Specific Math Problems - Common Skill Deficits Experien...

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Overcoming Math Anxiety (Paperback)

by Sheila Tobias (Author) "One day soon after we began working with people who avoid mathematics, a visiting Russian mathematician stopped in at the Math Clinic..."

BOOK]Overcoming Math Anxiety

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This book cites 34 books:

  • Mathematics and Gender by Elizabeth Fennema
  • Front Matter (1), Front Matter (2), page 72, page 73, and page 74
  • Conquering Math Anxiety (with CD-ROM) by Cynthia A. Arem
  • page 214, page 221, and Back Matter
  • Dictionary of Occupational Titles by U S Department of Labor
  • page 5, and page 19
  • Mathematics Education: Exploring the Culture of Learning (Researching Mathematics Learning) by Barbara Allen
  • Front Matter (1), and Front Matter (2)
  • Innumeracy: Mathematical Illiteracy and Its Consequences by John Allen Paulos
  • Front Matter, and page 221
  • Family Math (Equals Series) by Jean Kerr Stanmark
  • page 72, and Back Matter
  • Myths Of Gender: Biological Theories About Women And Men, Revised Edition by Anne Fausto-Sterling
  • page 74, and page 100
  • History of Mathematics, Vol. 1 (General Survey of the History of Elementary Mathematics) by David E. Smith
  • page 136
  • Charles Schulz (Real-Life Reader Biography) by Jim Whiting
  • page 10
  • My Life As a Man (Vintage International) by Philip Roth
  • page 101
  • Women, Militarism, and War: Essays in History, Politics, and Social Theory by Jean Bethke Elshtain
  • Front Matter
  • Women and Mathematics: Balancing the Equation by Susan F. Chipman
  • page 73
  • Mind Over Math: Put Yourself on the Road to Success by Freeing Yourself from Math Anxiety by Stanley Kogelman
  • page 176
  • Calculus Made Easy by Silvanus P. Thompson
  • page 194
  • The Mismeasure of Man by Stephen Jay Gould
  • page 75
  • The Development of Sex Differences by Eleanor E. MacCoby
  • page 75
  • Number. the Language of Science by Tobias Dantzig
  • page 173
  • Math Anxiety Reduction by Robert D. Hackworth
  • Back Matter
  • Everybody Counts: A Report to the Nation on the Future of Mathematics Education by Mathematical Sciences Education Board and the Board on Mathematical Sciences
  • Front Matter
  • Math Anxiety by HACKWORTH
  • Back Matter
  • The Psychology of Sex Differences: -Vol. I: Text (Psychology of Sex Differences) by Eleanor Maccoby
  • page 74
  • Social Work (Careers in Focus) by Ferguson Publishing
  • page 75
  • How Schools Shortchange Girls by Aauw Report
  • Front Matter
  • Fear No More by Peter Hilton
  • Back Matter
  • Elementary Algebra by J. Louis Nanney
  • page 41
  • Elementary Algebra by Gilbert M. Peter
  • page 41
  • Math Without Fear by Carol Gloria Crawford
  • Back Matter
  • How to Enjoy Calculus by Eli S. Pine
  • page 194
  • Pink Collar Workers by Louise Kapp Howe
  • Front Matter
  • Zen and the Art of Motorcycle Maintenance: An Inquiry Into Values by Robert M. Pirsig
  • page 102
  • Conceptual Blockbusting: A Guide to Better Ideas by James L. Adams
  • page 136
  • Men of Mathematics (Touchstone Book) by E.T. Bell
  • page 74
  • The Mind Has No Sex?: Women in the Origins of Modern Science by Londa Schiebinger
  • page 74
  • Beyond Numeracy by John Allen Paulos
  • page 221

51 books cite this book:

  • Aptitude Revisited: Rethinking Math and Science Education for America's Next Century by David E. Drew
  • page 149, Back Matter (1), Back Matter (2), and Back Matter (3)
  • Adults Mathematical Thinking and Emotions: A Study of Numerate Practice (Studies in Mathematics Education) by Jeff Evans
  • page 4, page 48, and Back Matter
  • How to Be a Successful Student: A Complete Summary of Tools, Tips and Techniques for Becoming a Master Student (Education)(2nd Edition) by Donald Martin
  • page 0, Back Matter (1), and Back Matter (2)
  • Arithmetic and Algebra Again (Schaum's Paperbacks) by Brita Immergut
  • Front Matter (1), Front Matter (2), and Front Matter (3)
  • Adults Mathematical Thinking and Emotions: A Study of Numerate Practice (Studies in Mathematics Education Series, 16) by Jeff Evans
  • page 4, page 48, and Back Matter
  • The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education by Grace Llewellyn
  • page 203, page 205, and Back Matter
  • The Little Boy Book: A Guide to the First Eight Years by Sheila Moore
  • page 131, Back Matter (1), and Back Matter (2)
  • Equity In Mathematics Education: Influences Of Feminism And Culture by Pat Rogers
  • page 10, page 16, and page 53
  • Fear of Math: How to Get over It and Get on With Your Life by Claudia Zaslavsky
  • Back Matter (1), and Back Matter (2)
  • Humble Pi: The Role Mathematics Should Play in American Education by Michael K. Smith
  • page 71, and page 76
  • Growing a Girl: Seven Strategies for Raising a Strong, Spirited Daughter by Barbara Dr Mackoff
  • Back Matter (1), and Back Matter (2)
  • 200% of Nothing: An Eye Opening Tour Through the Twists and Turns of Math Abuse and Innumeracy by A. K. Dewdney
  • page 150, and Back Matter
  • McGraw-Hill's GED Language Arts, Reading Workbook by John Reier
  • Front Matter, and page 4
  • 200% of Nothing : An Eye-Opening Tour through the Twists and Turns of Math Abuse and Innumeracy by A. K. Dewdney
  • page 151, and Back Matter
  • Women's Life Cycle and Economic Insecurity by Martha N. Ozawa
  • page 39, and Back Matter
  • Social Statistics for a Diverse Society (Undergraduate Research Methods and Statistics) by Chava Frankfort-Nachmias
  • page 23
  • The Universe and the Teacup: The Mathematics of Truth and Beauty by K. C. Cole
  • Back Matter
  • Our Kind: Who We Are, Where We Came From, Where We Are Going by Marvin Harris
  • Back Matter
  • A Calculating People: The Spread of Numeracy in Early America by Patricia Cohen
  • Back Matter
  • Innumeracy: Mathematical Illiteracy and Its Consequences by John Allen Paulos
  • page 112
  • Special Kids Problem Solver: Ready-to-Use Interventions for Helping All Students with Academic, Behavioral, and Physical Problems by Kenneth, Psy.D. Shore
  • page 55
  • Critical Pedagogy and Cultural Power by David W. Livingstone
  • Back Matter
  • Classroom Assessment Techniques: A Handbook for College Teachers (Jossey Bass Higher and Adult Education Series) by Thomas A. Angelo
  • Back Matter
  • Conquering Math Phobia: A Painless Primer by Calvin C. Clawson
  • Back Matter
  • Taking Sex Differences Seriously by Steven E. Rhoads
  • page 19
  • More Quick Hits: Successful Strategies by Award-Winning Teachers by S. Holly Stocking
  • page 135
  • Special Kids Problem Solver: Ready-to-Use Interventions for Helping All Students with Academic, Behavioral & Physical Problems by KennethShore
  • page 55
  • You and Your Adolescent Revised Edition: Parent's Guide for Ages 10-20, A by Laurence Steinberg
  • Back Matter
  • Equity In Mathematics Education: Influences Of Feminism And Culture by Pat Rogers
  • page 125
  • Talking About Leaving: Why Undergraduates Leave The Sciences by Elaine Seymour
  • Back Matter
  • Counting Girls Out: Girls & Mathematics (Studies in Mathematics Education Series) by Vale Walkerdine
  • Back Matter
  • Female Adolescent Development by Max Sugar
  • page 211
  • Mind Magic by John Laurence Miller
  • Back Matter
  • Number Sense and Nonsense: Building Math Creativity and Confidence Through Number Play by Claudia Zaslavsky
  • Back Matter
  • Spinning Inward by Maureen Murdock
  • Back Matter
  • Social Statistics for a Diverse Society With SPSS Student Version (Undergraduate Research Methods and Statistics) by Chava Frankfort-Nachmias
  • page 21
  • Reconstructing Education: Toward a Pedagogy of Critical Humanism by Greta Hofmann Nemiroff
  • Back Matter
  • Social Statistics for a Diverse Society (Undergraduate Research Methods and Statistics) by Chava Frankfort-Nachmias
  • page 21
  • Moving Beyond Words: Age, Rage, Sex, Power, Money, Muscles: Breaking the Boundries of Gender by Gloria Steinem
  • Back Matter
  • Technoscience and Cyberculture by Stanley Aronowitz
  • page 92
  • Taking Sex Differences Seriously by Steven E. Rhoads
  • page 19
  • Counting Girls Out (Studies in Mathematics Education Series) by Vale Walkerdine
  • Back Matter
  • How to Teach Mathematics by Steven G. Krantz
  • Back Matter
  • Social Statistics for a Diverse Society With SPSS Student Version 11.0 (Undergraduate Research Methods and Statistics) by Chava Frankfort-Nachmias
  • page 23
  • Solving School Problems: A Guide for Parents & Educators: Kindergarten Through Middle School by Elaine K. McEwan
  • Back Matter
  • Overcoming Math Anxiety by Sheila Tobias
  • Front Matter
  • Class, Culture, and Race in American Schools: A Handbook by Stanley William Rothstein
  • page 71
  • Teaching Workplace Skills by Linda Koffel
  • Back Matter
  • Faces Of Feminism: An Activist's Reflections On The Women's Movement (Foundations of Social Inquiry) by Sheila Tobias
  • Back Matter
  • Selections from Cryptologia: History, People, and Technology (The Artech House Telecommunications Library) by Cipher A. Deavours
  • page 270
  • Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge by Kenneth A. Bruffee
  • Back Matter

Mind Over Math: Put Yourself on the Road to Success by Freeing Yourself from Math Anxiety (Paperback)

by Stanley Kogelman (Author), Joseph Warren (Author) "After looking forward to it all week, we had finally arrived at Karen's party..

She Does Math!: Real-Life Problems from Women on the Job (Classroom Resource Materials) (Paperback)

by Mathematical Association of America (Corporate Author), Marla Parker (Editor) "Math, how boring!..."(more)Showing girls that math can and should be in their future, July 14, 2000

By / Charles Ashbacher "()" (Marion, Iowa United States()) - See all my reviews

While great progress has been made in reducing the strength of gender stereotypes in society, there is much that still remains. Which makes this book so valuable. Young women still need same sex role models to demonstrate that it is possible to learn math and use it to earn a living. These examples of women using mathematics in their work, which range from archeology to x-ray astronomy with many stops in between, are so important in building the necessary confidence for success. Our children, especially girls, are still often exposed to explicit and implicit messages that mathematics is not for them. It does not matter if the substance is that it is too hard, not applicable or not proper. The result is the same: failed potential and an overall weaker society.
Every entry in this collection of short essays has the same format. A brief biographical sketch of the author followed by a short series of exercises that illustrate the types of problems encountered on a regular basis in that area. The problems are very good demonstrations of mathematics at work and are at a level that inmost cases can be understood by a well-guided high schooler. In fact, that is a work that would be valuable, even without the emphasis on gender. Many times even boys need to be convinced that math is useful. This is one of those books that should be a resource for every high school guidance counselor.
It is unfortunate that sexual stereotypes are still a strong component of our society and education system. However, with books like this available, the pool of candidates for authors of such essays will grow so large as to render such works unnecessary.
Published in Journal of Recreational Mathematics, reprinted with permission.

Current Directions in Psychological Science

Volume 11 Issue 5 Page 181-185, October 2002

To cite this article: Mark H. Ashcraft (2002) Math Anxiety: Personal, Educational, and Cognitive Consequences
Current Directions in Psychological Science 11 (5) , 181–185 doi:10.1111/1467-8721.00196

Prev Article

Abstract

Math Anxiety: Personal, Educational, and Cognitive Consequences

  • Mark H. Ashcraft
  • Department of Psychology,
    ClevelandStateUniversity, Cleveland, Ohio

Abstract

Highly math-anxious individuals are characterized by a strong tendency to avoid math, which ultimately undercuts their math competence and forecloses important career paths. But timed, on-line tests reveal math-anxiety effects on whole-number arithmetic problems (e.g., 46 + 27), whereas achievement tests show no competence differences. Math anxiety disrupts cognitive processing by compromising ongoing activity in working memory. Although the causes of math anxiety are undetermined, some teaching styles are implicated as risk factors. We need research on the origins of math anxiety and on its "signature" in brain activity, to examine both its emotional and its cognitive components.

Psychological Science

Volume 3 Issue 5 Page 292-295, September 1992

To cite this article: Susan F Chipman, David H Krantz, Rae Silver (1992) MATHEMATICS ANXIETY AND SCIENCE CAREERS AMONG ABLE COLLEGE WOMEN
Psychological Science 3 (5) , 292–295 doi:10.1111/j.1467-9280.1992.tb00675.x

Prev ArticleNext Article

Abstract

MATHEMATICS ANXIETY AND SCIENCE CAREERS AMONG ABLE COLLEGE WOMEN

  • Susan F Chipman11Office of Naval Research
  • David H Krantz22Columbia University and
  • Rae Silver33Barnard College
  • 1Office of Naval Research2ColumbiaUniversity3BarnardCollege

Susan F Chipman 1142CS, Office of Naval Research 800 N Quincy St, Arlington, VA 22217, e-mail chipman@nprdc navy mil

Abstract

Abstract—Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated lo career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice.

Mathematics Anxiety and Working Memory Support for the Existence of a Deficient Inhibition Mechanism

Derek R. Hopko m.a.a, , , Mark H. Ashcraft ph.d.a, James Gute b.a.a, Kenneth J. Ruggiero b.a.b and Colleen Lewis b.a.c

aClevelandStateUniversityClevelandUSA

bWest VirginiaUniversityMorgantownUSA, cClevelandStateUniversityClevelandUSA

References and further reading may be available for this article. To view references and further reading you must purchase this article.

Abstract

A current theory of anxiety effects in cognition claims that anxiety disrupts normal processing within the working memory system. We examined this theory in the context of a reading task, for participants who were high or low in assessed mathematics anxiety. The task was designed to measure the ability to inhibit attention to distracting information and the effects of this ability on explicit memory performance. The results suggested that math-anxious individuals have a deficient inhibition mechanism whereby working memory resources are consumed by task-irrelevant distracters. A consequence of this deficiency was that explicit memory performance was poorer for high-anxious individuals. Based on these results, the recommendation is made that Eysenck and Calvo’s (1992) processing efficiency theory be integrated with Connelly, Hasher, and Zack’s (1991) inhibition theory to portray more comprehensively the relation between anxiety and performance.

Telling Math: Origins of Math Aversion and Anxiety

Author: Susan S. Stodolsky

Published in:Educational Psychologist, Volume 20, Issue 3 June 1985 , pages 125 - 133

Formats available: PDF (English)

If you would like to pay in any other currency please see the purchasing help pages for more information.

  • Online Sample

Abstract

Existing empirical research on math aversion and anxiety is examined to determine the prevelance of negative dispositions toward math. The main characteristics of math instruction in American elementary schools are described using results from our observations in fifth-grade classrooms as well as other published descriptive studies. In contrast to other school subjects (e.g., social studies which we also observed and describe briefly), math instruction provides students with only one route to learning: teacher explanation followed by student practice. Other routes, such as cooperative learning with peers, use of manipulative and concrete materials, and genuinely instructional textbooks are not usually available to elementary math students. A strong link is proposed between the instructional conditions students repeatedly experience in elementary school and their later attitudes, expectations, and conceptions of math learning.

Psychology of Women Quarterly

Volume 14 Issue 3 Page 299-324, September 1990

To cite this article: Janet Shibley Hyde, Elizabeth Fennema, Marilyn Ryan, Laurie A. Frost, Carolyn Hopp (1990) GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT. A Meta-Analysis
Psychology of Women Quarterly 14 (3) , 299–324 doi:10.1111/j.1471-6402.1990.tb00022.x

Next Article

Abstract

GENDER COMPARISONS OF MATHEMATICS ATTITUDES AND AFFECT

A Meta-Analysis

  • Janet Shibley Hyde11University of Wisconsin, Madison,
  • Elizabeth Fennema11University of Wisconsin, Madison,
  • Marilyn Ryan11University of Wisconsin, Madison,
  • Laurie A. Frost11University of Wisconsin, Madison, and
  • Carolyn Hopp11University of Wisconsin, Madison
  • 1University of Wisconsin, Madison

Address reprint requests to: Janet Shibley Hyde, Department of Psychology, BrogdenPsychologyBuilding, University of Wisconsin, Madison, WI53706.

This research was supported by grant MDR 8709533 from the National Science Foundation.

Abstract

This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes (d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.