The Suinn Mathematics Anxiety Rating Scale (MARS-E) for Hispanic Elementary School Students

Suinn, Richard M.; Taylor, Susan A.; Edwards, Ruth W.

doi:10.1177/07399863890111007

Cited by 13 publications

(6 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous studies with individuals from fourth grade to adulthood have found mathematics anxiety to be a multidimensional construct, involving anxiety related to evaluation and anxiety related to performance (e.g., Chiu & Henry, 1990;Hembree 1990;Ma, 1999;Suinn et al, 1988Suinn et al, , 1989. Worry and negative reactions have also been identified as components of mathematics anxiety specifically for students in late elementary through high school (Ho et al, 2000;Wigfield & Meece, 1988).…”

Section: Discussionmentioning

confidence: 99%

“…When these findings are coupled with the well-documented relation between mathematics anxiety and mathematics performance, there is a considerable need to explore the role of mathematics anxiety in explaining this underachievement. In one of the few relevant studies, Suinn, Taylor, and Edwards (1989) found that fourth-through sixth-grade students identified as Hispanic (n = 105) did not differ from their White peers on levels of mathematics anxiety, suggesting that mathematics anxiety plays a limited role in explaining demographic risk for Hispanic children; Suinn and colleagues did not specify whether the Hispanic children in their study were language minority learners or native English speakers. Similarly, in a meta-analysis, Ma (1999) did not find differences in mathematics anxiety between white and minority samples, while noting the lack of studies in this area.…”

Section: The Nature Of Mathematics Anxietymentioning

confidence: 95%

See 1 more Smart Citation

Mathematics Anxiety in Young Children: An Exploratory Study

Harari

Vukovic

Bailey

2013

The Journal of Experimental Education

132

110

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Section: The Nature Of Mathematics Anxietymentioning

confidence: 95%

Mathematics Anxiety in Young Children: An Exploratory Study

Harari

Vukovic

Bailey

2013

The Journal of Experimental Education

132

110

View full text Add to dashboard Cite

“…Teachers’ math anxiety and math knowledge were assessed during the last 2 months of the school year. Math anxiety was assessed using the short Mathematics Anxiety Rating Scale (sMARS) ( 20 ), which is a 25-item version of the widely used 98-item MARS ( 21 ). Teachers responded to questions about how anxious different situations would make them feel (e.g., “reading a cash register receipt after you buy something,” “studying for a math test”).…”

Section: Methodsmentioning

confidence: 99%

Female teachers’ math anxiety affects girls’ math achievement

Beilock

Gunderson

Ramirez

et al. 2010

Proc. Natl. Acad. Sci. U.S.A.

800

575

View full text Add to dashboard Cite

People's fear and anxiety about doing math-over and above actual math ability-can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First-and secondgrade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math. education | mathematics | gender | stereotype | modeling A t most US colleges and universities, the mathematics requirements for students majoring in elementary education are minimal (1). As a result, students can successfully pursue a career as an elementary school teacher even if they have a propensity to avoid math. Interestingly, elementary education majors are largely female and have the highest levels of math anxiety of any college major (2). Math anxiety manifests itself as an unpleasant emotional response to math or the prospect of doing math and is more common in women than in men (2). Because of these negative reactions, people high in math anxiety tend to stay away from math courses and math-related career paths † (3-5). Not only do math-anxious people avoid math but they also perform more poorly than their abilities would suggest when they are exposed to math. This is because math anxiety is not simply a proxy for poor math ability. Rather, the fears that math-anxious individuals experience when they are called on to do mathwhether it is working through a problem at the chalk board as an entire class looks on, taking a math test, or even calculating a restaurant bill-prevent them from using the math knowledge they possess to show what they know (3). When worries and selfdoubt occur, thinking and reasoning can be compromised (6).Math anxiety has been recognized as an impediment to math achievement (7). Yet, fears and anxiety about math may have more widespread consequences than merely having an impact on the achievement of math-anxious individuals themselves. If people wh...

show abstract

“…Similarly, the language of mathematical discourse was identified as a possibly link to improved understanding and scaffolding of mathematics learning. When mathematical anxiety was correlated with scores on the Stanford Achievement Test (SAT), similarities were found between Hispanic and non-Hispanic students (Suinn 1989). Telese (1997) and Butty (2001) found a positive correlation between achievement and anxiety with a higher correlation in non-traditional, reform classrooms in schools with large Hispanic populations.…”

Section: Variables That Contribute To Hispanic Student Successmentioning

confidence: 99%

Examining Hispanic Student Mathematics Performance on High-Stakes Tests: An Examination of One Urban School District in Colorado

Capraro

Yetkiner

et al. 2009

Urban Rev

View full text Add to dashboard Cite

Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population. The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result, it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students. Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic 9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3-8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study's findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen's d results ranged from ?.673 (SE = .131) to -.670 (SE = .045) with slightly positive effects for Hispanic students using an NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012).

show abstract

The Suinn Mathematics Anxiety Rating Scale (MARS-E) for Hispanic Elementary School Students

Cited by 13 publications

References 24 publications

Mathematics Anxiety in Young Children: An Exploratory Study

Mathematics Anxiety in Young Children: An Exploratory Study

Female teachers’ math anxiety affects girls’ math achievement

Examining Hispanic Student Mathematics Performance on High-Stakes Tests: An Examination of One Urban School District in Colorado

Contact Info

Product

Resources

About