| Mathematics anxiety has often been identified as a factor in the avoidance of mathematics, especially in females. Researchers have claimed that it affects selection of college majors and careers, that it has a debilitating effect on mathematics learning, and that it can be transmitted from teacher to student in the classroom.;This study investigated (1) the prevalence and intensity of mathematics anxiety in college students and preservice teachers, (2) the effect of successful completion of a mathematics-related course on the level of mathematics anxiety, and (3) the relationships between mathematics anxiety and selected factors which might affect its occurrence and intensity. Volunteer subjects were solicited from students enrolled in mathematics, education and English courses at The University of Tennessee. The revised Mathematics Anxiety Rating Scale (RMARS) was used as a measure of mathematics anxiety and a Student Information Sheet (SIS) questionnaire was used to obtain background data from individual students. Individual scores on the ACT mathematics subtest and course grades for the mathematics-related courses were obtained administratively, with student consent.;The data were analyzed using both one-way and two-way analysis of variance procedures, t-tests, and correlational analyses.;Although the use of volunteer subjects will likely limit the generalizability of the results, the following conclusions resulted from the study: (1) the level of mathematics anxiety in college students and preservice teachers does not appear to be sex-related; (2) factors other than mathematics anxiety should be considered to explain differences in male and female enrollments in certain mathematics courses; (3) the level of mathematics anxiety does not appear to be decreased by successful completion of a mathematics-related course; (4) the level of mathematics anxiety appears to be negatively related to mathematics background, mathematics achievement and mathematics performance; and (5) the level of mathematics anxiety appears to be directly related to mathematics avoidance. |
