Mathematics Seminar - 04/01/26

Abstract:

Math anxiety is widely recognized as a barrier to learning, yet it is often treated as an individual student issue rather than a structural challenge within mathematics education and student success systems. This talk draws on a quantitative study of undergraduate STEM students enrolled in a gateway Calculus I course at a large, public research university to examine how math anxiety interacts with demographic factors, academic support usage, and academic performance.

Findings reveal that math anxiety varies significantly across student populations and remains a meaningful predictor of academic outcomes - even when students actively engage with tutoring, supplemental instruction, and other institutional support mechanisms. While students experiencing higher levels of math anxiety were more likely to seek help, support services alone did not fully offset the negative effects of anxiety on performance.

Framed through student success and learning theories, this presentation challenges the assumption that “more support” is always the solution and instead calls for instructional and institutional approaches that address both the cognitive and affective dimensions of learning mathematics. The talk concludes with practical implications for math educators, advisors, and campus leaders seeking to redesign gateway math experiences in ways that promote equity, persistence, and meaningful student success in STEM.

Note:

Contact Prof. Shantia Yarahmadian at syarahmadian@math.msstate.edu or (662) 325-7143 for additional information.