[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588270-105":59,"doc-detail-588270-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","perspectives-of-teachers-on-the-signs-and-causes-of-mathematics-anxiety","PERSPECTIVES OF TEACHERS ON THE SIGNS AND CAUSES OF MATHEMATICS ANXIETY","","Math anxiety affects students across age groups by impeding achievement in mathematics and prompting avoidance of math-related activities. This study investigates teachers’ perspectives on both the observable signs of math anxiety and the contributing factors. Data come from an online questionnaire administered to 160 mathematics teachers teaching grades 1–12. Teachers report higher familiarity when covering grades 7–12, and they observe anxiety through physical symptoms plus stress, frustration, and negative self-talk during math tasks. Teachers also attribute key causes to parents’ math anxiety and attitudes toward children’s math ability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perspectives-of-teachers-on-the-signs-and-causes-of-mathematics-anxiety/588270/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perspectives-of-teachers-on-the-signs-and-causes-of-mathematics-anxiety/588270.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address regarding mathematics anxiety?","Question",{"text":112,"@type":113},"It examines how mathematics anxiety shows up in students and which factors contribute to it, focusing on teachers’ observations and interpretations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research data collected?",{"text":117,"@type":113},"The study used a specially designed online questionnaire with closed questions, mostly measured on a 4-level Likert scale, answered by 160 mathematics teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Which symptoms do teachers most frequently observe?",{"text":121,"@type":113},"Teachers most often report increased stress or frustration while doing math and negative self-talk about students’ math ability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588270,1792165815,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PERSPECTIVES OF TEACHERS ON THE SIGNS AND CAUSES OF  \nMATHEMATICS ANXIETY  \nDikla POLACCO, Iuliana ZSOLDOS-MARCHIȘ, Ruty DEKEL  \nAbstract: Math anxiety is a common challenge that affects students indifferent age groups, hinders their achievements in math, and leads to avoidance of math related activities. This article aims to contribute to a better understanding of the signs of math anxiety in students and the factors which contribute to math anxiety. The research instrument was an online questionnaire specially designed for this study. The questions related to the main aspects presented in this paper were closed questions, most of them measured on a 4-level Likert scale. The participants were 160 mathematics teachers, most of them active teachers with special qualifications and more than 5 years of experience in teaching mathematics. The participants were teaching on different grade levels, covering grades from 1 to 12. Participants self-reported a high familiarity with math anxiety, teachers with special qualification for teaching mathematics, those with more than 5 years of experience, and teachers teaching in grades 7-12 perceived a higher level of familiarity, but the differences were not statistically significant. Teachers reported that there are students with math anxiety in their classes, teachers with qualification reported more students with anxiety, teachers with more experience observed less students with anxiety, these differences being not significant. Teachers teaching grades 7-12 observed a significantly higher number of students with math anxiety than those teaching in grades 1-6. Also, teachers observed physical symptoms of math anxiety, those teaching grades 7-12 in a significantly higher number of students than those teaching in grades 1-6. As regarding other symptoms, increased stress or frustration while doing math and negative self-talk about math ability are the most frequently observed. Teachers consider that the main causes of students’ math anxiety are related to the parents, their math anxiety and their attitude to their child’s  \nmath ability could increase anxiety.  \nKey words: mathematics education, mathematics anxiety, mathematics  \nteachers, causes of math anxiety, symptoms of math anxiety.  \n1. Introduction  \nMathematics plays a significant role not only in academic success but also in practical decision-making. Ayuso et al. (2021) and Falco & Summers (2021) emphasize its value beyond academic achievement, enabling logical thinking applicable in everyday scenarios. In addition, mathematical calculations foster necessary problem-solving skills (Cresswell & Speelman, 2020). Despite global efforts to improve math achievement, OECD tests conducted in 70+ countries every three years reveal a persistent stagnation in performance in the case of Israel (OECD, 2012, 2019) . Various initiatives aimed to find the reasons for these results and to improve math education. One reason for mediocre achievement could be mathematics anxiety, as it is in strong negative correlation with mathematical results (Hembree, 1990; Wu et al., 2012). Math anxiety can hinder mathematical performance, affecting both speed and accuracy in mathematical tasks (Ashcraft, 2002) .  \nMath anxiety, initially characterized by Richardson and Sint (1972) as a cognitive disorder in dealing with numbers and calculations, causes tension and anxiety in various mathematical scenarios. The math anxiety questionnaires they created systematically assessed people's fears and discomforts about math. Building on this foundation, subsequent researchers have expanded the definition, describing math anxiety as an impediment to mathematical thinking and problem-solving abilities. This obstacle often results in increased apprehension and discomfort when faced with mathematical challenges, affecting both academic and everyday situations (Barroso, 2021; Pellizzoni et al., 2022) . Reports indicate that about 20% of people, beyond just students, face high","cbCaii0wyFpmdxnI","https://ap.wps.com/l/cbCaii0wyFpmdxnI","pdf",373585,15,"English","# Introduction\n## Background on mathematics anxiety\n## Effects on performance and cognition\n## Common symptoms and related patterns\n## Identified causes and attribution to stakeholders","[{\"question\":\"What problem does the article address regarding mathematics anxiety?\",\"answer\":\"It examines how mathematics anxiety shows up in students and which factors contribute to it, focusing on teachers’ observations and interpretations.\"},{\"question\":\"How was the research data collected?\",\"answer\":\"The study used a specially designed online questionnaire with closed questions, mostly measured on a 4-level Likert scale, answered by 160 mathematics teachers.\"},{\"question\":\"Which symptoms do teachers most frequently observe?\",\"answer\":\"Teachers most often report increased stress or frustration while doing math and negative self-talk about students’ math ability.\"}]","PERSPECTIVES OF TEACHERS ON THE SIGNS AND CAUSES OF MATHEMATICS ANXIETY | PDF",1792064884,38]