School Based Practices to Address High Rates of Math Anxiety

cityu.school	Albright School of Education
cityu.site	Vancouver, BC
cityu.site.country	Canada
dc.contributor.author	Robertson, Cameron
dc.date.accessioned	2016-06-08T23:36:05Z
dc.date.available	2016-06-08T23:36:05Z
dc.date.issued	2015-03
dc.description.abstract	High levels of anxiety towards mathematics are prevalent in learners from an early age into college, and in many areas of the world. The most common result of mathematics anxiety is avoidance of math courses. With today's dependence on technology, educational systems must find a way to combat this problem. This paper will review and critically assess literature on mathematics anxiety with an aim of identifying school based factors that lead to or increase math anxiety. A teacher training program will be developed to address the school based factors that are identified with math anxiety. Tactics will be suggested for the classroom and society as a whole that can control, reduce, and alleviate the problem. With lower levels of math anxiety, it is hoped that our educational system can increase its production of students with strong skills and confidence in mathematics.
dc.identifier.uri	http://hdl.handle.net/20.500.11803/101
dc.language.iso	en
dc.publisher.institution	City University of Seattle (CityU)
dc.title	School Based Practices to Address High Rates of Math Anxiety
dc.type	Thesis
thesis.degree.discipline	School Counseling
thesis.degree.grantor	City University of Seattle
thesis.degree.level	Masters
thesis.degree.name	Master of Education

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