* Improve classroom atmosphere and readiness for math and decrease

math anxietyIn her remarks, Andaya recalled her own '

math anxiety' as a student grappling with her math lessons, but realized later in life how indispensable the discipline is.

"A lot of students have

math anxiety because they don't practice enough," he says.

The difference between this research on what Tonsgard calls "

math anxiety" and most other scholarly assessments on the topic is the venue.

In addition to bedtime stories, kids can benefit from some bedtime math, especially if their parents have

math anxiety. A new study led by psychologists from the University of Chicago shows that using a math app -- specifically within this study, the free, nonprofit app Bedtime Math (http://bedtimemath.org/) -- helps parental

math anxiety and positively affects their children's math achievement in early elementary school.

It often leads to avoidance of situations involving mathematics by those who experience it and mastery and performance approach through abacus training negatively influence

math anxiety, directly and indirectly.

Also known as '

math anxiety', it's a worldwide epidemic and has gripped the students of our nation particularly.

I know I had

math anxiety, I know I hated math, and I know I never wanted to see it again once I graduated from high school.

Underscoring the teaching methods and the approaches in mathematical concepts should be introduced to students, Billingsley (2002) generalized that

math anxiety is all in the teaching world.

There is no specific group that is immune to these feelings, as

math anxiety and other negative beliefs have been documented in all ages (Hendy, Schorschinsky, & Wade, 2014; Wigfield & Meece, 1988), both genders (Ganley & Vasilyeva, 2013; Hyde, Fennema, Ryan, Frost, & Hopp, 1990), and many professions and education levels (Lalayants, 2012; McMullan, Jones, & Lea, 2012).

The outcome is, according to recent studies, a high level of anxiety; the so called "

math anxiety." However, the more one looks into this issue, the more evident it becomes that pre-service teachers' negative perception of mathematics is embedded in strongly affective account of their own mathematical experiences in schools (Brown, 1999).