臺灣博碩士論文加值系統

數學焦慮是影響學童學習數學的一個重要的非智能因素，國小教育是一切教育的基礎，若能在小學階段，輔導兒童樂於學習數學、探究數學，以奠定良好的數學基礎、提高學童的數學學習成就。所以及早發現國小低年級學童對數學焦慮的情況，將有助於學生日後數學方面的學習。
本研究以Spielberger(1972)的焦慮理論及Cemen(1987)數學焦慮反應模式，並參考Spielberger(1972)、Meece(1981)及魏麗敏(1988)、吳明隆(1997) 的數學焦慮量表為基礎，編擬「國小低年級學童數學焦慮量表」。本量表分為兩部分：數學成就測驗及焦慮感受題，焦慮感受題則分為「數學厭惡」、「擔憂害怕」、「評量焦慮」、「負面評價焦慮」四個分量表。正式施測樣本為北部469位國小二年級學童，以這些學童資料進行統計分析。量表在信度、效度、鑑別度及效標關聯效度分析各結果皆達衡量標準以上，且符合數學焦慮理論模式之考驗。
研究結果期望能增加數學焦慮相關理論的完整性，並可提供教育工作者運用此量表衡量低年級學童的數學焦慮情況，以適時給予輔導與補救

Mathematics Anxiety is an important non-intellect factor that affects students’ learning of mathematics. Elementary education lays the foundation for future scholastic endeavors. Instructing children to enjoy learning and exploring mathematics during elementary-school education is the key to establishing excellent mathematical foundation along with increasing their mathematical achievements. Therefore, discovering how anxious younger pupils are to the mathematics will aid in helping them learn mathematics in the future.
This research is based on Spielberger’s Anxiety Theory (1972) and Cemen’s Mathematics Anxiety Response Model along with references to the Mathematics Anxiety Rate Scale of Spielberger(1972),Meece(1981), LiMin Wei(1988) and Minglong Wu (1997) to edit the “Mathematics Anxiety Rating Scale for the younger pupiles.” This rating scale is classified into four different rating scales of “ mathematics hatred,” “ worry and fright,” “anxiety evaluation” and “ negative anxiety evaluation.” A random sample of 469 8-year-old children was drawn graders from the Northern part of Taiwan. After which, the collected data has been analyzed to form a statistical analysis. The reliability, vaildity, discrimination and criterion-related validity in analyzing every result have all excelled initial measuring standards and coincide with the mathematic anxiety theoretical model test.
It is expected that the research results will come increase the completeness of the mathematics anxiety related theory and provide the educators a rating scale with which to best measure the conditions for the younger pupils mathematics anxiety, providing proper aids and supplements for the kids.

目 次
第一章 緒論
第一節 研究動機.......................................................1
第二節 研究目的.......................................................4
第三節 研究問題.......................................................4
第四節 名詞釋義.......................................................4
第二章 文獻探討
第一節 數學學習現況....................................................7
第二節 數學焦慮的相關理論.............................................10
第三節 數學焦慮的測量.................................................25
第三章 研究方法
第一節 量表編製與發展.................................................31
第二節 資料處理與統計.................................................45
第四章 結果與討論
第一節 樣本特質分析...................................................49
第二節 敘述統計分析...................................................49
第三節 信度分析......................................................52
第四節 效度分析......................................................57
第五章 結論與建議
第一節 結論..........................................................71
第二節 建議..........................................................74
參考文獻
中文部分............................................................79
英文部分............................................................82
附錄一 國際數理教育成就趨勢調查(TIMSS)報告成績統計.......................88
附錄二 第一階段之數學能力指標..........................................90
附錄三 九十四學年度各版本數學教材之單元.................................92
附錄四 國小低年級學童數學焦慮量表正式問卷...............................94
附錄五 國小低年級學童數學焦慮量表......................................99
表 次
表3-1-1 國小學童數學焦慮預試量表雙向細目表1.............................34
表3-1-2 國小學童數學焦慮量表預試試題雙向細目表2.........................34
表3-1-3 國小學童數學焦慮量表預試試題之雙向細目表3........................35
表3-1-4 國小低年級學童數學焦慮量表預試試題雙向細目表4....................36
表3-1-5 國小低年級學童數學焦慮量表預試試題雙向細目表 5...................37
表3-1-6 國小低年級學童數學焦慮量表預試試題雙向細目表6....................38
表3-1-7 國小低年級學童數學焦慮量表預試試題雙向細目表7....................39
表3-1-8 預試樣本性別百分比............................................40
表3-1-9 預試問卷資料因素分析樣式矩陣...................................41
表3-1-10 預試問卷各分量表之信度分析....................................42
表3-1-11 預試問卷成就測驗結果分析表....................................43
表3-1-12 本研究有效樣本人數分配表......................................45
表4-1-1 本研究男女有效樣本人數分配表...................................49
表4-2-1「數學厭惡」分量表試題平均數及標準差.............................50
表4-2-2「擔憂害怕」分量表試題平均數及標準差.............................50
表4-2-3「評量焦慮」分量表試題平均數及標準差.............................51
表4-2-4「負面評價焦慮」分量表試題平均數及標準差..........................51
表4-2-5 各分量表試題與總量表平均數及標準差..............................52
表4-3-1 各分量表及總量表之Cronbach’s α表.............................53
表4-3-2「數學厭惡」各題與分量表得分之相關分析表..........................54
表4-3-3「擔憂害怕」各題與分量表得分之相關分析表..........................54
表4-3-4「評量焦慮」各題與分量表得分之相關分析表..........................54
表4-3-5「負面評價焦慮」各題與分量表得分之相關分析表......................55
表4-3-6「數學厭惡」各題與總量表得分之相關分析表..........................55
表4-3-7「擔憂害怕」各題與總量表得分之相關分析表..........................56
表4-3-8「評量焦慮」各題與總量表得分之相關分析表..........................56
表4-3-9「負面評價焦慮」各題與總量表得分之相關分析表......................56
表4-4-1 正式問卷資料因素分析樣式矩陣...................................58
表4-4-2 各分量表得分與總量表得分之相關分析表............................59
表4-4-3「數學厭惡」分量表各試題與總量表高、低分組之差異分析...............59
表4-4-4「擔憂害怕」分量表各試題與總量表高、低分組之差異分析...............60
表4-4-5「評量焦慮」分量表各試題與總量表高、低分組之差異分析...............60
表4-4-6「負面評價焦慮」分量表各試題與總量表高、低分組之差異分析............61
表4-4-7 各分量表試題與總量表高、低分組之差異分析.........................62
表4-4-8 男、女生在「數學厭惡」分量表各試題得分之差異分析..................62
表4-4-9 男、女生在「擔憂害怕」分量表各試題得分之差異分析..................63
表4-4-10 男、女生在「評量焦慮」分量表各試題得分之差異分析.................64
表4-4-11 男、女生在「負面評價焦慮」分量表各試題得分之差異分析.............65
表4-4-12 男、女生在各分量表試題與總量表之差異分析.......................66
表4-4-13「數學厭惡」分量表試題與數學成就高、低之差異分析..................67
表4-4-14「擔憂害怕」分量表試題與數學成就高、低之差異分析..................67
表4-4-15「評量焦慮」分量表試題與數學成就高、低之差異分析..................68
表4-4-16「負面評價焦慮」分量表試題與數學成就高、低之差異分析..............68
表4-4-17 各分量表試題與數學成就高、低之差異分析.........................69
表4-4-18 數學焦慮和數學成就之Pearson相關係數...........................70
表4-4-19 各分量表和數學成就之Pearson相關係數...........................70
圖 次
圖2-2-1 焦慮是一種歷程...............................................10
圖2-2-2 焦慮的「三系統模式」..........................................12
圖2-2-3 數學焦慮的刺激—反應模式.......................................17
圖2-2-4 Cemen數學焦慮反應模式.........................................19

參考文獻

中文部份：
王三幸(1993)。影響國小高年級學生數學學業成就的相關因素研究。國立台灣師範大學教育研究所碩士論文，未出版，台北市。
王文中等(1999)。教育測量與評量－教室學習觀點。台北，五南。
古明峰(1997)。孩子為什麼害怕數學-談數學焦慮。國教世紀，175，28-33。
朱敬先(1993)。教學心理學。台北，五南圖書出版公司。
李默英(1983)。性別、年級、數學科學習態度、性別角色與數學成就之
關係。國立政治大學教育研究所碩士論文，未出版，台北市。
李明堂(1987)。常模參照回饋、自我參照回饋對國小兒童成敗歸因、成就動機、測試焦慮影響之相關研究。國立高雄師範大學教育研究所碩士論文，未出版，高雄市。
李文忠(1995)。國小學童數學焦慮之探討。南投文教，8，86-92。
李建亭(1998)。文化概念教學模式對國小學生數學成就、數學焦慮及數學態度影響之實驗研究。國立新竹師範學院國民教育研究所碩士論文，未出版，新竹市。
何素娟譯（2001）。重新建構孩子的數學能力：第一級。台北，光佑出版社。
何素娟譯（2001）。重新建構孩子的數學能力：第二級。台北，光佑出版社。
余民寧(1995)。心理與教育統計學。台北，三民。
余民寧(1997）。成就測驗的編製原理。台北，心理。
邱守榕(1983)。數學恐懼症原因。教育資料文摘，65，127。
邱俊仁(2003)。高雄地區國一學生數學焦慮與數學成就之相關研究。國立高雄師範大學數學系碩士論文，未出版，高雄市。
林清山(1992)。教育心理學-認知取向。台北，遠流出版社。
林青青(1990)。影響國小學童數學焦慮因素之探討。國立政治大學心理研究所碩士論文，未出版，台北市。
吳明隆、蘇耕役(1995)。國民小學學生控制信念、重要他人態度與知覺與數學焦慮、數學態度及數學成就關係之研究。初等教育學刊，4，181-200。
吳明隆(1996)。國民中小學學生社會心理環境變因與其數學信念及數學焦慮關係之研究。教育學刊，12，287-328。
吳明隆(1997)。國小學生數學學習型為與其電腦焦慮、電腦態度關係之研究。國立高雄師範大學教育學系博士論文，未出版，高雄市。
吳梅蘭、曾哲仁(1994)。國小學童數學態度及其相關因素之研究。台南師院學刊，19-38。
洪清一(1997)。談焦慮的成因、評量與處理。國教天地，59(60)，4-9。
柏魯迪（2000）。兒童的數學思考。台北，桂冠出版社。
柳賢、陳英娥(1994)。台灣地區國一學生數學焦慮及其相關因素之研究。高雄師大學報，5，137-158。
涂金堂(1995)。國小學生後設認知、數學焦慮與數學解題表現相關研究。國立高雄師範大學教育學系碩士論文，未出版，高雄市。
涂金堂(1996)。「數學焦慮」學生的輔導。諮商與輔導，128，21-23。
陸正威(1997)。同儕交互指導數學解題方案對國小學童數學解題表現、數學焦慮及後設認知影響之實驗研究。國立新竹師範學院國民教育研究所碩士論文，未出版，新竹市。
許斯琪(2001)。數學教師降低國中學生數學焦慮之行動研究。國立彰化師範大學科學教育研究所碩士論文，未出版，彰化市。
郭為藩(1992)。現代心理學說。台北市，師大書苑。
郭生玉（1985）。心理與教育測驗。台北，精華。
郭生玉(2000)。心理與教育研究法。台北，精華書局。
教育部（2002）。國民中小學九年一貫課程暫行綱要：數學學習領域。
陳英豪、吳裕益（1992）。測驗與評量，第四版。高雄，復文。
陳金盛（1997）。國小數學科學習任務性質與學生情意學習之關係。課程改革的國際比較﹕中日觀點。台北，師大書苑。
陳貞夙(1997)。認知行為取向因應技術訓練對減輕國小高焦慮兒童學校焦慮輔導效果之研究。國立高雄師範大學輔導研究所碩士論文，未出版，高雄市。
張春興(1992)。張氏心理學辭典。台北，東華書局。
張春興(1996)。認知心理學學習理論。台北，東華書局。
曾淑琬(1995)。三種不同補救教學方式對國小數學科低成就學生實施成效之比較研究。國立台南師範學院國民教育研究所集刊，1，345-383。
黃德祥(1990)。國中與國小學生數學焦慮與數學態度之分析研究。輔導學報，13，1-52。
黃政傑主編（2000）。教學原理。台北，師大書苑。
黃幸美(2003)。兒童的問題解決思考研究。台北，心理出版社。
甯自強(1983)。數學恐懼症的治療與預防。教育資料文摘，(6)11，119-127。
劉信雄(1992)。國小學生的認知風格、學習策略、自我效能與學業成就之關係研究，國立政治大學教育研究所博士論文，未出版，台北市。
鄭如安(1994)。談數學焦慮之形成與輔導。高市文教，52，29-31。
鄭翠娟(1993）。高、低焦慮兒童認知與適應行為之評估研究。嘉義師院學報，7，19-76。
鄭翠娟(1997)。國小學童的學習適應、焦慮人格特質及其相關背景變項之研究。國立嘉義師範學院學報，11，119-156。
蔣宇立(2000)。學習數學符號所產生的焦慮之研究-從後設認知的觀點對國一學生進行研究。國立彰化師範大學數學教育研究所碩士論文，未出版，彰化市。
魏麗敏(1987)。數學焦慮的性質與評量。測驗與輔導，85，1642-1643。
魏麗敏(1988)。國小學生數學焦慮、數學態度與數學成就之關係暨數學學習團體諮商之效果研究。國立台北師範大學教育心理與輔導系碩士論文，未出版，台北市。
魏麗敏(1989)。國小學生數學焦慮、數學態度與數學成就之關係。中國測驗學會測驗年刊，36，47-60。
魏麗敏(1991)。中小學生一般焦慮、數學焦慮及數學態度之比較研究。台中師院學報，5，129-154。
魏麗敏(1996)。國小學生學習動機、數學焦慮與數學成就之研究。國民教育研究集刊，4，133-155。
魏麗敏(1997)。影響國小兒童數學成就之自我調節學習與情感因素分析之研究。國立台中師院學報，11，39-63。
鍾思嘉、林青青、蔣治邦(1991)。國小學童數學焦慮之形成與原因。教育與心理研究，14，99~139。
蔡文標(2001)。影響國小數學低成就學生數學成就的相關應溯及直接教學效果之研究。國立彰化特殊教育教育研究所博士論文，未出版，彰化市。
蔡文標(2003)。數學焦慮之探究。中等教育，54(5)，69-83。
蕭龍生(1993)。數學學習與認知。高雄，國立高雄師範大學特殊教育中心。
嚴正意(1992）。學生怕數學嗎？-數學焦慮問題的探討。國教之友，44(2)，43-48。

英文部分：
American psychological association（1997）.Standards for educational and psychological testing, revised ed. Washington, DC: American Psychological Association.
Aiken,L.R.Jr.(1970).Attitudes toward mathematics.Review of Educational Research,40(4),551-596.
Aiken,L.R.Jr.(1976).Update on attitudes and other affective variables in learning mathematics .Review of Educational Research,46,293-311.
Beasley,T.M, Long.J.D.,＆Natali,M.(2001). Aconfirmatory factor analysis of the mathematics anxiety scale for children. Measurement ＆ Evaluation in Counseling＆ Development, 34(1),14-26.
Bender,W.N.(1995).Learning disabilities: characteristics , indentification and teaching strategies.Boston :Allyn and Bacon.
Bedell,J.R.(1977).Effects of instruction on the measurement of state anxiety in children. Journal of Counseling and Clinical Psychology, 45(50), 941-942.
Bernero,J.(2000).Motivating students in math using cooperative learning. Master of arts action Research Project:SaintXavier University and Skylight Professional Development.(ERIC Document Reproduction Service.No.ED446999)
Beyer,A.(1994).Assessing students? performance using observations, reflections, and other methods. In N.L. Webb and A.F. Coxfo（Eds.）,Assessment in the mathematics classroom,111- 120 .Reston, VA: NCTM, Inc.
Betz,N.Z.(1978).Prevalence, distribution, and correlates of math anxiety in colledge students. Journal Of counseling Psychology , 25(5) , 441-448.
Booth, L. R.（1981）.Child-Methods in Secondary Mathematics . Educational Studies in Mathematics. 12,29-41.
Byrd,P.(1982).A descriptive stydy for mathematics anxiety: Its nature and antecedents.Unpublished doctoral dissertation, Indiana University.
Brush,L.R.(1978).A validation study of the mathematics anxiety rating scale(MARS). Journal and psychological measurement,38,485-499.
Cemen, P. B. (1987). The nature of mathematics anxiety.（ERIC Document Reproduction Service No ED287729）.
Clark,G.M.(1998).Assessment for transitions planning. Austin, TX:PRO-ED, Inc.
Clute,P.S.(1984). Mathematics anxiety instructional method and achievement in a survey course in colledge mathematics . Journal for Research in Mathematics Educational,15(1),50-58.
Craig,K.D.,＆Dobson,K.S.(1995).Anxiety and depression in ablult and children . Thousand Oaks。
Cross,R.W.,＆Huberry,J.J.(1993).Factor analysis of the state-trait anxiety inventory for children with a sample of seventh-and eighth-grade students. Journal Of Psychology educational assessment,11,232-241.
Desper,D.B.(1988). Mathematics anxiety︰Causes and correlaties , treatments, and prevention.(ERIC Document Reproduction Service No. ED 296895)
Dew,K.M.H.,Galassi,J.P.,＆Galassi,M.D.(1983).Math anxiety： Relation with situational test anxiety,performance, psychological arousal,and math avoidance behavior. Journal of Counseling Psychology, 31(4) , 580-583.
DeVellis,R.F.(1991).Scale development: Theory and applications. CA: Sage Publications,Inc.
Din,F.S.(1998).Direct instruction in remedial math instructions . (ERIC Document Reproduction Service.No.ED 417955)
Donady, B. ,& Auslander, S.(1980). Resource Manual for Counselors/Math Instructor: Math Anxiety, Math Avoidance, Reentry Mathematics. prepared for the U.S. Department of Education, The Fund for the Improvement of Postsecondary Education.
Drdger,R.M.,＆Aiken,L.R.Jr.(1957).Identification of number anxiety, Journal of Educational Psychology,47,344-351.
Ebel,R.L.,＆Frisbie,D.A.(1991).Essentials of educational measurement,5th ed. Englewood Cliffs, NJ: Prenticd-Hall.
Ernest,J.(1976). Mathematics and sex.The American Mathematics Monthly,83,595-615.
Fennema,E.,＆Sherman,J.(1976). Fennema-Sherman Mathematics Attitudes Scales .JSAS Catalog of Selected Documents in Psychology,6,31。
Frary,R.B.,＆Ling,J.L.(1983).A factor-analytic study of mathematics anxiety. Educational and Psychological Measurement,4,985-993.
Freud(Vol.20,pp.77-174).London:Hogarth Press.(Original work poblishes 1926)
Fulkerson,K.F.,Galassi,J.P.,＆Galassi,M.D.(1984).Relation Berween cognition and performance in math anxious students :A failure of cognitive theory ?Journal of Counseling Psychology,31(3),376-382.
Gottfried,A.E.,＆Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children :childhood through early adolescence. Gifted Child Quarterly ,40,179-183.
Greenwood,J.(1984).My anxieties about math anxiety. Mathematics Theacher, 77(9),662-663.
Gonzalez,E.J.,＆Smith,T.A.(Ed.)(1997).User Guide for the TIMSS International Database. Chestnut Hill,MA: Boston College.
Hackett,G.(1985).Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology,32(1),47-56
Hair,J.F.,Anderson,R,F.,Tatham,R.L.,＆Black,W.C.(1998).Multivariate datd analysis 5th ed.New Jersey:Prentice Hall Inc.
Hancock,D.R.,Nichols,W.E.,Jones,J.,Mayring,P.,＆Glaeser–Zikuda, M. (2000).The impact of teachers? instructional strategies and students? anxiety levels on students? achievement in eighth grade German and U.S. ciassrooms. Journal of Research and Development in Education, 33(4),232-240.
Hange,S.K.(1991). Mathematics Anxiety：A Study of Minority students in an Open admissions setting.(ERIC Document Reproduction Service No. ED 335229).
Hembree,R.(1990).The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1),33-46.
Lan,W.Y.(1996).The effects of self-monitoring on students’ course performance, use of learning strategies, attitude, self-judgment ability, and knowledge representation. The Journal of Experimental Education, 64(2),101-115.
Ling,J.L.(1982).A factor-analytic study of mathematics anxiety. Dissertation Abstracts International,53(5),1346a.
Liabre,M.M.,＆Suares,E.(1985).Predicting math anxiety and course performance in college women and men. Journal of Counseling Psychology,32(2),283-287.
Lofland,V.T.(1993).Mathematics and gender :An analysis of student attitudes toward mathematics at the University of Hawaii, Manoa Campus. Dissertation Abstracts International,53(5),1346a.
Lupkowski,A.E.,＆Schumacker,E.(1991).Mathematics Anxiety Among Telented Student. Journal of Youth and Adolescence,20,563-571.
Martinez,J.G.R.(1987).Preventing math anxiety: a prescription. Academic Therapy, 23,117-125.
Mathison,M.A.(1977).Curricular innovations and programming innovations for the reducation of mathematics anxiety , E.D., 153-330.
Matthews, D. B.,& Limodom, B. (1989). Anxiety: A component of self-estem. Elementary School Guidance & Counseling, 24, 153-159.
McLeod, D. B. (1993).Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Ed.), Handbook for research on mathematics teaching and learning,575-596. New York: Macmillan.
Meece, J.L. (1981). Sex differences in achievement-related affect.（ERIC Document Reproduction Service No ED204410）
Meece,J.L. (1990).Predictors of Math Anxiety and Its Influence on Young Adolescents Course Enrollment Intensions andPerformance in Mathematics. Journal Of Educational Psychology,82(1),60-70.
Mercer, C. D., ＆Miller, S. P. (1992). Teaching students with learning problems in math to acquire understand , and apply basic math facts. Remedial and Special Education , 13(3) , 19-35.
Morris,L.M.,＆Liebert,R.M.(1970).Relationship of cognitive and emotional components of test anxiety to psychological arousal and academic performance. Journal Of Consulting and Clinical Psychology , 35, 332-337.
Morris,J.(1981).Mathematics Anxiety:Taching to Avoid it. Mathematics Teacher,74,413-417.
Norwood,K.S.(1994).The effect of instructional approach on mathematics anxiety and achievement. School Science and Mathematics, 94(5). 248-254.
Patterson, C. H. & Watkin, C. E. Jr. (1996). Theories of Psychotherapy. New York: Harper Collins.
Rech,J.,Hartzell,J.,＆Stephens,L.(1993).Comparisons of mathematical competencies and attitudes of elementary education majors with established norms of a general college population. School Science and Mothematics,93(3),141-144.
Reyes,L.H.(1984).Affective variables and mathematics education. The Elementary School Joural,84(5),558-581.
Richardson,F.C.,＆Suinn,R.M.(1972).The mathematics anxiety rating scale :psychometric data. Journal Of Clinical Psychology, 19(6), 551-554.
Rounds,J.B.,＆Hendel,D.D.(1980).Measurement and dimensionality of mathematics anxiety. Journal Of Counseling Psychology,27(2), 138-149.
Sandman,R.S.(1974).The development,validation,and application of a multidimensional mathematics attitude instrument.University of Minnesota,Ph.D.,Education Psychology.
Sandman,R.S.(1979). Mathematics anxiety inventory: User’s Manual. Unpublished manuscript, University of Minnesota, Minnesota Research and Evaluation Center, Minneapolis.
Schlossberg,S.M.,Morris,J.D.,＆Lieberman,M.G.(2001).The effects of a counselor-led guidance intervention on student’s behaviors and attitudes .Professional School Counseling,4(3),156-164.
Sherman,J.(1980). Mathematics,spatial visualization,and related factors:Changes in girls and boys,grades 8-11. Journal Of Educational Psychology,72(4),476-482.
Simeon,H. (2001).Math Anxiety Explorations: A Critique of Two Studies. The Mathematics Educator. 1(1),26-30.
Skaalvik,E.M.,＆Rankin,R.J.(1990).Math, verball, and general academic self-concept: The internal／external frame of reference moder and gender difference in self-concept structure. Journal Of Educational Psychology,82(4),546-554.
Slavin,R.(1991).Achievement effects of ability grouping in secondary schools: A best evidence synthesis. Review of Educational Reserch,60,471-499.
Sloan,T.,Daane,C.J.,＆Giesen,J.(2002).Mathematics anxiety and learning styles :What is the relation ship in elementary preservice teacher? School Science and Mathematics,102(2). 84-87.
Spielberger, C. D. (1972).Conceptualand methodollgical issues in anxiety research.In C. Spielberger,(Ed).Anxiety：Currect trends in theory and research .New York：Academic Press.
Spielberger,C.D.(1976).The nature and measurement of anxiety in cross-cultural anxiety .New York：Academic press.
Suinn,R.M.(1972).Mathematics Anxiety Rating Scalre(MARS).Fort Collins,Colorado:Rocky.
Suinn,R.M.＆Edwards,R.(1982).The measurement of mathematics anxiety. The mathematics anxiety rating scale for adolescents- MARS-A. Journal Of Clinical Psychology,38(3),576-580.
Suinn,R.M.(1990).Anxiety management yraining : Abehavior therapy. New York :Plenum Press.
Swanson,H.L.,＆Hoskyn,M.(1998).A synthesis of experimental intervention literature for students with learning disabilities : A meta-analysis of treatment outcomes .Review of Education Research,68(3),277-321.
Thevor,J.P.,＆Simon,J.E.(1990).Anxiety and Stress Management. London:Routledge,22-23.
Thorndike,R.M.(1997).Measurement and evaluation in psychology and education,6th ed. New Jersey: Prentice Hall Inc.
Tishler,A.G.(1981).Attitude- Achievment Instruction in Mathematics with Presevice Elementary Teacher. Caostone Journal of Education, 2, 40-44.
Tobias,S.(1976).Math anxiety:What it is and what can be done about it? Ms.,September,3,56-59.
Tobias,S.,＆Weissbrod,C.(1980).Anxiety and mathematics :An update. Harvard Education Review,50,60-70.
Vezeau,C.,Bouffard,T.,＆Chouinard,R.(2000).The impact of single - sex versus coeducational school environment on girls’general attitudes, self-perceptions and performance in mathematics. Journal of Research and Development in Education, 90(5),49-59.
Westerback,M.E.,＆Long,M.J.(1990).Science knowledge and thereduction of anxietyabout teaching earth science in exemplary teachers as measured by the science teaching state-trait anxiety inventory. School Science and Mathematics ,92(5),361-374.
Williams,J.E.(1996).Gender-related worry and emotionality test anxiety for high-achieving students.Psychology in the Schools, 33,159-162.
Wilson, C. L. (1991). Direct instruction in math word problem：Students with learning disabilities. Exceptional Children, 57(6) ,512-519.
Zeidner,M.(1991).Statistics and mathematics anxiety in social science students-some unteresting parallels .British Journal Of Educational Psychology,61,319-328.
Zettle, R. ,& Raines, S.(2000). The relationship of trait and test anxiety with mathematics Anxiety.College Student Journal,34(2), 246-259.