Using the frameworks of Malloy (1994) and Montague (2003), I was able to make the following recommendations. (1) Exhibiting mathematics anxiety symptoms may not completely hinder student performance. (2) Drawing pictures or diagrams maybe important for high mathematics anxiety students when solving problems, but not necessarily meaningful. (3) Mathematics anxiety may lead to an inability to recall previously studied material which hinders student performance. (4) Failure to use all of the thinking processes described by Montague (2003) does not hinder the student's ability to successfully solve mathematical problems. (5) Difficulty with reading skills may hinder the problem solving process. (6) Students must be able to check their calculations and check for the use of correct procedures. (7) Mathematical anxiety symptoms can be visibly present even if a student does not notice the symptoms himself.students, they were taught to always draw a diagram, if possible. However, both students drew diagrams in cases where diagrams were not necessarily needed or useful. The second observation is that Sharon surprisingly did not arrive at the anbsp;...

Title | : | An Investigation of how African American Community College Students with Different Levels of Mathematics Anxiety Engage in Problem Solving Tasks |

Author | : | Calandra Moorman Walker |

Publisher | : | ProQuest - 2007 |

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