The frequency of mathematics anxiety will depend both on the nature of the sample and on how “mathematics anxiety” is defined, but even the lower estimates suggest that it is significant problem for many. Estimates of the frequency of mathematics anxiety range from 11% ( Betz, 1978) to 68% ( Richardson and Suinn, 1972). Mathematics anxiety has been defined as “feelings of tension or anxiety that interfere with the manipulating of numbers or the solving of mathematical problems” ( Richardson and Suinn, 1972). Numerous studies indicate that attitudes to mathematics are often highly negative, ranging from boredom to severe fear and anxiety. They were also better at working memory, but this was not a significant covariate when the groups were compared on mathematical performance and attitudes to mathematics The results are discussed, with particular focus on implications for future research on influences on mathematics anxiety. Science students had more positive attitudes to mathematics than humanities students, but the groups did not differ in test anxiety, Science students were better at written but not mental arithmetic. After controlling for test anxiety, there ceased to be significant gender differences in attitudes to mathematics. There were no gender differences in mathematical performance, but females exhibited more negative attitudes to mathematics and higher test anxiety than males. The other variables were not strongly associated with one another. Attitudes to mathematics were significantly associated with the other variables: working memory, test anxiety, and both measures of mathematical performance. In the present study, 40 university undergraduates completed a battery of assessments investigating working memory, attitude to mathematics, test anxiety. humanities) appeared likely to influence students’ attitudes to mathematics. Moreover, both gender and chosen course of study (sciences vs. Some previous research has suggested that working memory is related to both mathematics anxiety and mathematics. There were no significant differences between the two genders in terms of their achievement in science and mathematics.Many studies have indicated that mathematics anxiety, and other negative attitudes and emotions toward mathematics, are pervasive and are associated with lower mathematical performance. In addition, females out-performed males in WMC, while males outperformed females in spatial ability. The results indicated that both science and mathematics high achievers significantly outperformed low achievers in terms of spatial ability and WMC. To estimate participants' spatial ability and their WMC, the Water Level Task (WLT) and the Digit Span Backwards Test (DSBT) were used. The sample consisted of 102 ninth graders in Oman. There were no significant differences between the two genders in terms of their achievement in science and mathematics.ĪB - The purpose of the current study is to compare high and low achievers in science and mathematics in terms of their spatial ability and Working Memory Capacity (WMC), and to compare male and female learners' performance in both these two cognitive abilities and their science and mathematics achievements. N2 - The purpose of the current study is to compare high and low achievers in science and mathematics in terms of their spatial ability and Working Memory Capacity (WMC), and to compare male and female learners' performance in both these two cognitive abilities and their science and mathematics achievements. T1 - Ninth graders' spatial ability and working memory capacity (WMC) in relation to their science and mathematics achievement and their gender
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