dc.contributor.author | Tolbert, Tyneshia | |
dc.date.accessioned | 2015-07-30T21:12:32Z | |
dc.date.available | 2015-07-30T21:12:32Z | |
dc.date.issued | 2015-07-27 | |
dc.identifier.uri | http://hdl.handle.net/1803/7138 | |
dc.description | Teaching and Learning Department capstone project
Math anxiety is only one of many factors that influence math achievement. To increase math achievement in learners, math anxiety must be reduced, but more intervention strategies must be enacted as well to combat all the internal and external factors contributing to math achievement
EDUC 3620
Capstone Seminar
Professor Kristen Neal | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | Vanderbilt University. Peabody College | en_US |
dc.subject | Math anxiety | en_US |
dc.subject | Intervention | en_US |
dc.subject | Self-efficacy | en_US |
dc.subject | Cognitive influences | en_US |
dc.subject | Timed testing | en_US |
dc.title | Implications for Intervention Strategies as it Relates to Math Anxiety | en_US |
dc.type | Capstone | en_US |
dc.description.college | Peabody College of Education and Human Development | en_US |
dc.description.department | Department of Teaching and Learning | en_US |