Abstract
This study investigated the relationship between mathematics anxiety, fluency, and error rates in basic mathematical operations among college students. College students were assigned to one of two groups (high anxiety or low anxiety) based on results from the Fennema-Sherman Mathematics Anxiety Scale (FSMAS). Both groups were then presented with timed tests in basic mathematical operations (addition, subtraction, multiplication, division, and linear equations). Results suggested that the higher mathematics anxiety group had significantly lower fluency levels across all mathematical operations tests. However, there were no significant differences in error rates between the two groups across any of the probes suggesting that mathematics anxiety is more related to higher levels of learning than to the initial acquisition stage of learning. Discussion focuses on a) stages of learning and their potential relationship to mathematics anxiety, b) the relationship between mathematics anxiety and mathematics performance, and c) directions for future research.
Similar content being viewed by others
References
Adams, N. A., & Holcomb, W. R. (1986). Analysis of the relationship between anxiety about mathematics and performance. Psychological Reports, 59, 943-948.
Ashcraft, M. H., & Faust, M. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition and Emotion, 8, 97-125.
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224-237.
Betz, N. E. (1978). Prevalence, distribution, and correlates of math anxiety in college students. Journal of Counseling Psychology, 25, 441-448.
Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19, 163-197.
Bradley, D. R., & Wygant, C. R. (1998). Male and female differences in anxiety about statistics are not reflected in performance. Psychological Reports, 82, 245-246.
Cates, G. L., Rhymer, S. L., Smith, S. L., & Skinner, C. H. (November, 1998). The relationship Between self-concept, anxiety, and fluency in mathematics. Paper presented at the annual meeting of the Mid-South Educational Research Association, Memphis, TN.
Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Catalog of Selected Documents in Psychology, 6, 1-32.
Gierl, M. J., & Bisanz, J. (1995). Anxieties and attitudes related to mathematics in grades 3 and 6. Journal of Experimental Education, 63, 139-158.
Haring, N. G., & Eaton, M. D. (1978). Systematic instructional technology: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23-40). Columbus, OH: Merrill.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal of Research in Mathematics Education, 21, 33-46.
Johnson, K. R., & Layng, T. V. (1996). On terms and procedures: Fluency. The Behavior Analyst, 19, 281-288.
Kazelskis, R., Reeves, C., Kersh, M. E., Bailey, G., Cole, K., Larmon, M., Hall, L., & Holliday, D. C. (2000). Mathematics anxiety and test anxiety: Separate constructs? Journal of Experimental Education, 68, 137-146.
Lindsley, O. R. (1996). The four free-operant freedoms. The Behavior Analyst, 19, 199-210.
Ma, X. (1999). A meta-analysis of the relationship between anxiety and toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30, 502-540.
Miller, A. D., & Heward, W. L. (1992). Do your students really know their math facts?: Using daily time trials to build fluency. Intervention in School and Clinic, 28, 98-104.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
Richardson, F.C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554.
Richardson, F. C., & Woolfolk, R. L. (1980). Mathematics anxiety. In I. G. Sarason (Ed.), Test anxiety: Theory, research, and application (pp. 271-288). Hillsdale, NJ: Erlbaum.
Shapiro, E. S. (1996). Academic Skills Problems: Direct Assessment and Intervention (2nd ed.) New York: Guilford Press.
Siegel, R. G., Galassi, J. P., & Ware, W. B. (1985). A comparison of two models for predicting mathematics performance: Social learning versus math aptitude-anxiety. Journal of Counseling Psychology, 32, 531-538.
Skinner, C. H., & Schock, H. H. (1995). Assessing mathematics skills. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 17-31). Washington DC: National Association of School Psychologists.
Zettle, R. D., & Raines, S. J. (2000). The relationship of trait and test anxiety with mathematics anxiety. College Student Journal, 34, 246-248.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Cates, G.L., Rhymer, K.N. Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective. Journal of Behavioral Education 12, 23–34 (2003). https://doi.org/10.1023/A:1022318321416
Issue Date:
DOI: https://doi.org/10.1023/A:1022318321416