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My purpose in this article is to look at what research has to say to teachers about the development of mathematics anxiety and avoidance, looking specifically at opportunities for teachers to reduce anxiety and encourage more students to continue their study of mathematics beyond the minimal requirements in high school. The research in this instance is a look at students' responses on instruments that are used to measure mathematics anxiety. One of the best of these tests is the Mathematics Anxiety Rating Scale (MARS) constructed by Frank Richardson and Richard Suinn (available through the Rocky Mountain Behavioral Sciences Institute, Fort Collins, Colorado.)
Lorelei R. Brush (Tue,) studied this question.