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A changing, economically competitive world has necessitated reform in mathematicseducation. Yet mathematics anxiety has been a prevalent concern among educators andothers in our society for decades. Some students tend to be more anxious about thetesting process and can often freeze up, others just cringe when they are confronted withany form of computational exercise, or others dread taking math classes which can occurin the elementary, middle, high, and even at the college levels. Educators, parents,politicians, and others are trying to assess the cause for the apparent academic weakness ofmathematics, and solutions to the problem are being sought. Our focus in this paper is totease apart the underlying causes of math anxiety that result from a teacher’s instructionalpractice, particularly how mastery and performance goals relate to the construct of mathanxiety, and how a teachers’ understanding of creating mastery-oriented classrooms canhelp to prevent or reduce the anxiety students experience during mathematics. Researchindicates that classroom practices can influence the goals students adopt, and thateducators should strive to create mastery-oriented classrooms by examining the nature ofthe tasks they assign students, the authority or degree they involve students in academicdecision-making, the types of evaluation and recognition they utilize, and the classroomclimate they create.

How do Students’ Mastery and Performance Goals Relate to Math Anxiety?