On the Transmission of Mathematics Anxiety

Abstract

The nature and quality of a child's early exposure to mathematics is a matter of ongoing concern in our profession. This concern has been amplified recently by the studies relating to “math anxiety” in children and adults (Tobias 1976). At the same time, research continues on the relative significance of biological and environmental factors on mathematical achievement (Fennema 1974, Hilton and Berglund 1974). The conclusions of these studies are in some cases confusing and even conflicting, but nearly all recognize that a person's environment has some effect on her or his mathematical ability and interest.