Studies by Herbert P. Ginsburg, Columbia University, show the influence of parents' and teachers' attitudes on "'the child's expectations in that area of learning.'... It is less the actual teaching and more the attitude and expectations of the teacher or parents that count." This is further supported by a survey of Montgomery County, Maryland students who "pointed to their parents as the primary force behind the interest in mathematics.".
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Mark H. Ashcraft, Ph.D. defines math anxiety as “a feeling of tension, apprehension, or fear that interferes with math performance” (2002, p. 1).
American Mathematical Society | Courant Institute of Mathematical Sciences | mathematical physics | Mathematical Association of America | William Lowell Putnam Mathematical Competition | Mathematical analysis | mathematical analysis | anxiety | Mathematical singularity | International Mathematical Union | International Mathematical Olympiad | Dannie Heineman Prize for Mathematical Physics | Canadian Mathematical Society | Social anxiety disorder | Notices of the American Mathematical Society | mathematical model | The Concept of Anxiety | Mathematical Tables Project | Mathematical Sciences Research Institute | Mathematical physics | Mathematical Applications Group, Inc. | Institute of Mathematical Sciences | Formula (mathematical logic) | European Mathematical Society | Central Economic Mathematical Institute | Annals of Mathematical Statistics | African Institute for Mathematical Sciences | The Nine Chapters on the Mathematical Art | The Mathematical Experience | The final form of Braille's alphabet, according to Henri (1952). The decade diacritics are listed at left, and the supplementary letters are assigned to the appropriate decade at right. Characters are derived by combining the diacritic on the left with the basic letters at top. "(1)" indicates markers for musical and mathematical notation. Parentheses and quotation marks follow English Braille |