An Investigation Of How African American Community College Students With Different Levels Of Mathematics Anxiety Engage In Problem Solving Tasks

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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 :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (213 download)

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Book Synopsis An Investigation of how African American Community College Students with Different Levels of Mathematics Anxiety Engage in Problem Solving Tasks by : Calandra Moorman Walker

Download or read book An Investigation of how African American Community College Students with Different Levels of Mathematics Anxiety Engage in Problem Solving Tasks written by Calandra Moorman Walker and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Dissertation Abstracts International

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Publisher :
ISBN 13 :
Total Pages : 594 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Understanding African-American Students' Problem Solving Ability in the Precalculus Mathematics and Advanced Placement Computer Sciences Classroom

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Author : Cristal Sterling Jones
Publisher :
ISBN 13 :
Total Pages : 367 pages
Book Rating : 4.:/5 (7 download)

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Book Synopsis Understanding African-American Students' Problem Solving Ability in the Precalculus Mathematics and Advanced Placement Computer Sciences Classroom by : Cristal Sterling Jones

Download or read book Understanding African-American Students' Problem Solving Ability in the Precalculus Mathematics and Advanced Placement Computer Sciences Classroom written by Cristal Sterling Jones and published by . This book was released on 2010 with total page 367 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this dissertation research study is to assess African-American students' problem-solving strategies and solutions between similar mathematics and computer science tasks. Metacognitive processes in precalculus and an alternative curriculum, computer science, were identified to see if a relationship exists in developing mathematical problem-solving ability. The theoretical framework is constructivist-learning theory. Problem-solving ability is the growth of student constructions and metacognitive activity. A researcher-modified metacognitive framework developed from the literature identified broad and specific mathematics and computer science problem-solving phases and strategies. The metacognitive framework was derived from Polya's four phases of problem solving. Six African-American participants comprised of five high school students and one high school graduate who have taken or jointly enrolled in precalculus and AP Computer Science courses participated in the study. Data collection instruments were precalculus and computer science problems, think-aloud and retrospective interviews, problem-solving strategy list (condensed form of metacognitive framework) and analytic scoring scale. Students' problem-solving strategies when engaged in solving precalculus and computer science problems were coded by the researcher and co-rater to determine interrater agreement. Students' precalculus and computer science solutions were graded using the analytic scoring scale to determine levels of problem-solving ability. Histograms and graphs showed frequent and sequential problem-solving strategies, problem-solving phases, and levels of problem-solving ability. Results showed that students who utilized all metacognitive processes, organization or verifying metacognitive processes had high problem-solving ability when solving precalculus and computer science problems. Students who utilized the execution processes when solving computer science problems met high levels of engagement in a mathematics problem solving activity. Computer science and precalculus content complement one another by encompassing both aspects of metacognition needed for mathematics problem solving. Implications for this research study included examining mathematics teacher education programs to develop mathematics problem solving ability for diverse learners, longitudinal research studies in computer science to broaden diverse participation, and computer science as a pedagogical strategy for diverse student learning. Computer science curriculum as a medium to develop mathematics problem-solving ability has implications to enhance STEM interests for all ethnic groups.

The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College

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Author : Vincent M. Bates
Publisher :
ISBN 13 : 9781109962901
Total Pages : 179 pages
Book Rating : 4.9/5 (629 download)

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Book Synopsis The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College by : Vincent M. Bates

Download or read book The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College written by Vincent M. Bates and published by . This book was released on 2007 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.

Mathematics Success and Failure Among African-American Youth

Author : Danny Bernard Martin
Publisher : Routledge
ISBN 13 : 1135676216
Total Pages : 313 pages
Book Rating : 4.1/5 (356 download)

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Book Synopsis Mathematics Success and Failure Among African-American Youth by : Danny Bernard Martin

Download or read book Mathematics Success and Failure Among African-American Youth written by Danny Bernard Martin and published by Routledge. This book was released on 2000-01-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.

The Effect of Experiential Learning on the Mathematics Achievement and Mathematics Anxiety of African-American Students

Author : Andrew Hanson Wynn
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (18 download)

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Book Synopsis The Effect of Experiential Learning on the Mathematics Achievement and Mathematics Anxiety of African-American Students by : Andrew Hanson Wynn

Download or read book The Effect of Experiential Learning on the Mathematics Achievement and Mathematics Anxiety of African-American Students written by Andrew Hanson Wynn and published by . This book was released on 2018 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether or not there were any significant differences between the anxiety and achievement levels of African-American students enrolled in College Algebra courses taught using traditional instruction methods and those taught using experiential learning, as used in The Algebra Project curriculum. The classes were taught for the same amount of time for one semester, using the two curricular methods, and student anxiety was measured prior to the course and immediately following the implementation of an experiential learning module. Additionally, student achievement on selected questions focusing on the functions unit from the midterm exam were collected and analyzed to determine any differences in achievement based upon gender and teaching method. This quantitative study utilized a quasi-experimental nonequivalent control-group design. A sample of 102 African-American students, 41 males and 61 females, from a medium-sized university in central Virginia was used, with 30 students in the experiential learning group and 72 in the traditional instruction group. Student anxiety was measured using the Fennema-Sherman Mathematics Anxiety Scale-Revised. A preliminary analysis of covariance was conducted to investigate differences in the anxiety levels of the experiential learning and traditional instruction groups. Student achievement was measured using scores on selected questions focusing on the functions unit from the common midterm exam and was analyzed using an independent samples t-test and a two-way analysis of variance. The results showed that there was no significant difference in anxiety between the experiential learning and traditional instruction groups at the p

Measuring the Effect of Anxiety Reduction Techniques on Math Anxiety Levels in Students Enrolled in an HBCU College

Author : Marie Mikael Husni
Publisher :
ISBN 13 : 9781109846157
Total Pages : 141 pages
Book Rating : 4.8/5 (461 download)

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Book Synopsis Measuring the Effect of Anxiety Reduction Techniques on Math Anxiety Levels in Students Enrolled in an HBCU College by : Marie Mikael Husni

Download or read book Measuring the Effect of Anxiety Reduction Techniques on Math Anxiety Levels in Students Enrolled in an HBCU College written by Marie Mikael Husni and published by . This book was released on 2006 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quasi-experimental study was to determine whether the use of anxiety reduction and mathematics study skills techniques incorporated in a Basic Math course would lower students' math anxiety and increase achievement in African American students enrolled in a Historically Black College. This study was limited to only African American students enrolled in two sections of Basic Math at Rust College, in Holly Springs, Mississippi: one control class (33 students) and one treatment class (33 students). One professor, the researcher, taught the same lectures and used traditional methods of teaching in both classes. In the treatment class the teacher used anxiety reduction and math study skills techniques such as collaborative learning, journal writing, learning activities, relaxation instructions, and test taking skills over an eight week period. Identical math content was covered in both sections. Achievement was measured by the Rust College Placement Exam and mathematics anxiety was measured by administering the Math Anxiety Rating Scale after each class test. The obtained results indicated a significant reduction in anxiety (p = .000) and a significant increase in achievement (p = .000) for the treatment group. Additionally, a significant difference in gender was indicated for anxiety (p = .019), but not for achievement (p = .779) for the treatment group.

American Doctoral Dissertations

Author :
Publisher :
ISBN 13 :
Total Pages : 776 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis American Doctoral Dissertations by :

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Factors Associated with African American Adolescents' Math Career Self-efficacy

Author : Annette E. Alliman-Brissett
Publisher :
ISBN 13 :
Total Pages : 236 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis Factors Associated with African American Adolescents' Math Career Self-efficacy by : Annette E. Alliman-Brissett

Download or read book Factors Associated with African American Adolescents' Math Career Self-efficacy written by Annette E. Alliman-Brissett and published by . This book was released on 2006 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Resources in Education

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Publisher :
ISBN 13 :
Total Pages : 760 pages
Book Rating : 4.U/5 (183 download)

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Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Balancing the Equation

Author : Joi Angelle Spencer
Publisher :
ISBN 13 : 9780542883491
Total Pages : 540 pages
Book Rating : 4.8/5 (834 download)

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Book Synopsis Balancing the Equation by : Joi Angelle Spencer

Download or read book Balancing the Equation written by Joi Angelle Spencer and published by . This book was released on 2006 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt: The type of education that a student receives in mathematics today has the power to alter their life chances and life goals. Yet, equity around mathematics education remains an elusive goal. Black students are especially vulnerable because they attend a disproportionate number of "at-risk schools," where there are lower percentages of certified teachers, and higher percentages of out of field instructors. Their situation is further complicate by the complex manner in which race plays itself out in the mathematics classroom. In this study, I examine African American students' opportunity to learn mathematics in two central-city middle schools. Opportunity to learn mathematics is envisioned in two parts. First, it is characterized as students' opportunity to engage deeply in mathematics content along the dimensions of cognitive depth, explanation and justification and problem solving. Secondly, it is characterized as the opportunities students have to participate in the enterprise of learning mathematics (both how students participate, and how participation is structured for them). Once, examined, I explore the role of race in these mathematics classrooms through a series of reflective-video interviews with teachers. In these interviews, I seek to understand teacher's perceptions of their African American students as both learners and classroom participants in the endeavor of mathematics. Finally, through interviews, I examine the mathematics and academic identity of successful and unsuccessful African American middle-school mathematics students.

A Comparison of the Comprehension Skills Used in Problem Solving by Math-anxious and Non-math-anxious Students Enrolled in College-level Mathematics Courses

Download A Comparison of the Comprehension Skills Used in Problem Solving by Math-anxious and Non-math-anxious Students Enrolled in College-level Mathematics Courses PDF Online Free

Author : Cynthia Ann Druva
Publisher :
ISBN 13 :
Total Pages : 664 pages
Book Rating : 4.:/5 (319 download)

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Book Synopsis A Comparison of the Comprehension Skills Used in Problem Solving by Math-anxious and Non-math-anxious Students Enrolled in College-level Mathematics Courses by : Cynthia Ann Druva

Download or read book A Comparison of the Comprehension Skills Used in Problem Solving by Math-anxious and Non-math-anxious Students Enrolled in College-level Mathematics Courses written by Cynthia Ann Druva and published by . This book was released on 1984 with total page 664 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Academic, Racial and Mathematics Identities of African American College Students

Author : A'kilah Tienda Moore
Publisher :
ISBN 13 : 9781267201362
Total Pages : pages
Book Rating : 4.2/5 (13 download)

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Book Synopsis Academic, Racial and Mathematics Identities of African American College Students by : A'kilah Tienda Moore

Download or read book Academic, Racial and Mathematics Identities of African American College Students written by A'kilah Tienda Moore and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 'This mixed-methods study examined the experiences of African American community college mathematics students' in the Nyame Scholars Program at Promise Community College. The purpose of the study was to identify through narrative analysis what aspects of the program impact students' racial, academic, and mathematics identities. A comparison group of African American students enrolled in the same mathematics courses at Promise Community College was examined to investigate possible differences in mathematics performance (measured by mid-semester course grades) and racial identity (measured by the Multidimensional Inventory of Black Identity). The study found no significant differences between the mathematics performance and racial identities between the two groups. However, the Nyame student narratives provided insightful information regarding their needs as African American community college mathematics students. These findings have a significant impact on community college educators seeking to provide higher quality mathematics experiences as well as improved success and retention of its African American students. These findings also lend themselves to future investigation of other possible ways to measure the difference in experiences between these two groups. " -- Abstract, p. 1.

Mathematical Motivation Beliefs

Author : Kendrick Laterrell Savage
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.:/5 (968 download)

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Book Synopsis Mathematical Motivation Beliefs by : Kendrick Laterrell Savage

Download or read book Mathematical Motivation Beliefs written by Kendrick Laterrell Savage and published by . This book was released on 2016 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the influences certain factors have on the mathematical motivation beliefs of students in a predominantly African American setting. Mathematical motivation beliefs, for the purpose of this study, are defined as the components mathematical self-efficacy and mathematical value, both represented as dependent variables in the study. 4 independent variables were studied as potential influences regarding mathematical motivation beliefs. The variables included parental influences, teacher influences, mathematical anxiety, and the environment/setting. This research was conducted using 2 high schools in a rural area in East Mississippi. The 1st high school was predominantly African American and the 2nd high school was predominantly Caucasian. 4 scales were selected for this research study. The Mathematics Confidence Scale, developed by Dowling (1978), Mathematics Problems Performance Scale (Dowling, 1978), Fennema-Sherman Mathematics Attitude Scale (Fennema, 1976), and My Class Activities Survey (MCA, Schweinle & Mims, 2009) were all used. Findings revealed that teacher influence predicted the mathematical motivation beliefs of students in a predominantly African American school environment the most. Findings also indicated that math anxiety significantly predicted math value and self-efficacy in both classroom environments. Lastly, findings revealed that mathematical problem solving was significantly predicted by mathematical self-efficacy for students in a predominantly African American environment.

The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students

Author : Rita Love
Publisher :
ISBN 13 :
Total Pages : 132 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students by : Rita Love

Download or read book The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students written by Rita Love and published by . This book was released on 2018 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Finding an inexpensive, timely, and effective intervention to reduce math anxiety in community college students is a worthwhile endeavor. Math anxiety left unattended can lead to the conscious and deliberate avoidance of math-heavy educational programs and careers. Previous investigations in math anxiety interventions have overlooked the potential for mastery learning-based online modules to reduce math anxiety. The purpose of this two-factor quasi-experimental posttest-only control group study is to investigate whether participation in Let’s Go Racing, a mastery learning-inspired intervention designed to prepare students for gateway math courses, affects math anxiety levels and whether the potential effect differs for male and female students. This study also seeks to determine if Strawderman’s Math Anxiety Model and the reciprocal theory, both supporting the notion that student math success and math anxiety are inversely and bidirectionally associated, are plausible explanations of the phenomenon. A treatment group of Math 171 – Precalculus Algebra students at a small North Carolina community college was given the Math Anxiety Scale-Revised after completing Let’s Go Racing, while a control group of Math 171 students from another North Carolina community college completed only the Math Anxiety Scale-Revised assessment. Data were collected electronically and analyzed using two-way ANOVA statistical analyses. Results support the notion that female college students experience higher math anxiety levels than their male counterparts. However, the impact of Let’s Go Racing on math anxiety was inconclusive. The resulting recommendations are to replicate this study with a larger sample size and to investigate the effects of the Let’s Go Racing math intervention in other math courses and with younger students.

Yes We Can Achieve in Mathematics and why We Don't

Author : Courtenay Grace-Rochelle Mayes
Publisher :
ISBN 13 :
Total Pages : 428 pages
Book Rating : 4.:/5 (81 download)

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Book Synopsis Yes We Can Achieve in Mathematics and why We Don't by : Courtenay Grace-Rochelle Mayes

Download or read book Yes We Can Achieve in Mathematics and why We Don't written by Courtenay Grace-Rochelle Mayes and published by . This book was released on 2011 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: The underachievement of African American students in the mathematics classroom and the underrepresentation of African Americans in advanced mathematics courses and mathematics related career fields has been a concern for the mathematics education community for many years. The objective of this research was to investigate the perceptions and mathematical experiences of seven African American female high school students who were on a continuum from succeeding at high levels to struggling in mathematics. These particular African American females were eleventh and twelfth grade students enrolled at a career and technical high school located in the Midwestern United States of America. This study utilized a phenomenological research design to get a true depiction of the participant's perceptions of their mathematical experiences. Purposeful sampling was used to select the seven research participants. Of the seven African American female research participants in grades 11-12 interviewed, three were successful, two were middle performing, and two were not persisting and achieving in the mathematics classroom. Also, to triangulate the data, the investigator interviewed the two mathematics teachers of the research participants. A quantitative analysis of existing data, mathematics autobiographies (Berry, 2002) and Fennema-Sherman Attitude Scale (1976) survey results, was also used in this study_ Implications from this research study include: (1) Mathematics teachers must provide opportunities for African American female students to become autonomous learners constructing their own knowledge; (2) Mathematics students must be taught how to problem solve and think independently in the mathematics classroom; (3) Mathematics teachers must connect the mathematics being taught in their classrooms to the mathematics involved in the students' career and technical programs; and (4) Mathematics teachers must find ways to increase the confidence of African American students in the mathematics classroom and reduce their Anxiety.

Students' Mathematics Self-efficacy, Anxiety, and Course Level at a Community College

Author : Scott R. Spaniol
Publisher :
ISBN 13 :
Total Pages : 95 pages
Book Rating : 4.:/5 (19 download)

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Book Synopsis Students' Mathematics Self-efficacy, Anxiety, and Course Level at a Community College by : Scott R. Spaniol

Download or read book Students' Mathematics Self-efficacy, Anxiety, and Course Level at a Community College written by Scott R. Spaniol and published by . This book was released on 2017 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research suggests that student success in mathematics is positively correlated to math self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community college in the Midwest, developmental math students had a lower pass rate than did college-level math students, but the role of math self-efficacy and math anxiety on these students’ learning was unknown. This causal comparative, correlational study, guided by social cognitive theory and math anxiety research, hypothesized that students in developmental math would have lower levels of math self-efficacy and higher levels of math anxiety, and that significant correlations would exist between course level, selfefficacy, and anxiety. All math students at this setting (N = 1,019) were contacted to complete the self-report Mathematics Self-Efficacy and Anxiety Questionnaire; 32 developmental math and 103 college-level math students returned the survey. A random sample of 32 college-level students was selected to create equal group sizes for the data analyses. Independent samples t-tests revealed no significant differences in self-efficacy and anxiety between the groups. Significant correlations were found for course level, self-efficacy, and anxiety. Lower course level math students reported on average significantly lower levels of self-efficacy and significantly higher levels of anxiety than did upper course level students. A professional development program was created to educate faculty about math self-efficacy and math anxiety and to implement strategies that may increase math self-efficacy and decrease math anxiety over time. This doctoral study has the potential to create social change by offering educators new insight into the role of math self-efficacy and math anxiety in student learning.