A study was designed to investigate the effects of two variables— (1) a student's level of mathematical anxiety and (2) teachingmethod — on a student's achievement in a mathematics course.Students who had a low level of mathematical anxiety were taughtusing the traditional expository method. These students obtained amean score of 300 with a standard deviation of 30 on a standardizedtest. Assuming a non-mound-shaped distribution, what percentage ofthe students scored over 390?

Supporting Reluctant Learners with Math Anxiety

Dyscalculia or math anxiety? Compare the signs in kids