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Title: Coping with Mathematics Anxiety: Guidelines for College Students and Faculty
Url: http://www.iwitts.org/proven-practices/retention-sub-topics/women-and...
Creator: Peskoff, Fred
Publisher: National Institute for Women in Trades, Technology and Science
Description: This webpage features a report from Fred Peskoff titled: "The Relationship Between Gender, Mathematics Anxiety, and Coping Strategies in College Students." The report, and accompanying survey which was used in the study, analyze the relationship between coping strategies and students' level of math anxiety, course enrollment and gender. The study finds that low mathematics anxiety students tend to utilize a number of "coping strategies" more than high math anxiety students. Female students are also shown to utilize these "coping strategies" more frequently.
This document may be downloaded in PDF file format.
LC Classification: Education -- Special aspects of education -- Education extension. Adult education. Continuing education -- Special topics, A-Z -- Teacher training
Education -- Theory and practice of education -- Higher education -- Curriculum -- The role of special subjects -- Mathematics
Education -- Theory and practice of education -- School administration and organization -- School management and discipline -- Educational tests, measurements, evaluations and examinations -- Special topics -- Test anxiety
Science -- Mathematics -- Study and teaching. Research
Education -- Special aspects of education -- Education of special classes of persons -- Women. Girls
GEM Subject: Vocational Education
Mathematics
Resource Type: Reading Materials
Format: html
pdf
Audience: College/University Instructors
Higher Education
Secondary Education
Teachers
Technical School First Cycle
Technical School Second Cycle
University First Cycle
University Second Cycle
Vocational Training
Language: English
Rights: Contact the National Institute for Women in Trades, Technology and Science for copyright information
Access Rights: Free access
Date Of Record Release: 2012-02-17 03:00:10 (W3C-DTF)
Date Last Modified: 2012-02-13 13:38:17 (W3C-DTF)
Source Type: ATE Project
Source: ATE Projects
Full Record Views: 87
Resource URL Clicks: 5
Cumulative Rating: NOT YET RATED
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