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@Article{Marinus2016,
  author    = {Marinus, Eva and Mostard, Michelle and Segers, Eliane and Schubert, Teresa M and Madelaine, Alison and Wheldall, Kevin},
  title     = {A Special Font for People with Dyslexia: Does it Work and, if so, why?},
  journal   = {Dyslexia},
  year      = {2016},
  volume    = {22},
  number    = {3},
  pages     = {233--244},
  note      = {DOI: \href{https://doi.org/10.1002/dys.1527}{10.1002/dys.1527}},
  doi       = {10.1002/dys.1527},
  publisher = {Wiley Online Library},
  url       = {https://doi.org/10.1002/dys.1527},
}

@Article{French2013,
  author    = {M. M. J. French and Arabella Blood and N. D. Bright and Dez Futak and M. J. Grohmann and Alex Hasthorpe and John Heritage and Remy L. Poland and Simon Reece and Jennifer Tabor},
  title     = {Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia},
  journal   = {The Journal of Educational Research},
  year      = {2013},
  volume    = {106},
  number    = {4},
  pages     = {301-304},
  note      = {DOI: \href{https://doi.org/10.1080/00220671.2012.736430}{10.1080/00220671.2012.736430}},
  doi       = {10.1080/00220671.2012.736430},
  eprint    = {https://doi.org/10.1080/00220671.2012.736430},
  publisher = {Routledge},
  url       = {
        https://doi.org/10.1080/00220671.2012.736430

},
}

@MastersThesis{Leeuw2010,
  author = {de Leeuw, Renske},
  title  = {Special Font For Dyslexia?},
  school = {University of Twente},
  year   = {2010},
  note   = {URL: \href{https://essay.utwente.nl/60474/1/MA\_thesis\_R\_Leeuw.pdf}{https://essay.utwente.nl/60474/1/MA\_thesis\_R\_Leeuw.pdf}},
}

@InProceedings{Rello2013,
  author    = {Rello, Luz and Baeza-Yates, Ricardo},
  title     = {Good Fonts for Dyslexia},
  booktitle = {Proceedings of the 15th International ACM SIGACCESS Conference on Computers and Accessibility},
  year      = {2013},
  series    = {ASSETS '13},
  pages     = {14:1--14:8},
  address   = {New York, NY, USA},
  publisher = {ACM},
  note      = {URL: \href{https://dl.acm.org/citation.cfm?id=2513447}{https://dl.acm.org/citation.cfm?id=2513447}},
  acmid     = {2513447},
  articleno = {14},
  doi       = {10.1145/2513383.2513447},
  isbn      = {978-1-4503-2405-2},
  keywords  = {dyslexia, eye-tracking, font types, legibility, readability, text layout, text presentation, typography},
  location  = {Bellevue, Washington},
  numpages  = {8},
  url       = {http://doi.acm.org/10.1145/2513383.2513447},
}

@Article{Wery2017,
  author    = {Wery, Jessica J and Diliberto, Jennifer A},
  title     = {The effect of a specialized dyslexia font, OpenDyslexic, on reading rate and accuracy},
  journal   = {Annals of dyslexia},
  year      = {2017},
  volume    = {67},
  number    = {2},
  pages     = {114--127},
  note      = {DOI: \href{https://doi.org/10.1007/s11881-016-0127-1}{10.1007/s11881-016-0127-1}},
  doi       = {10.1007/s11881-016-0127-1},
  publisher = {Springer},
}

@Article{Ludlow2006,
  author    = {Ludlow, Amanda K and Wilkins, Arnold J and Heaton, Pam},
  title     = {The effect of coloured overlays on reading ability in children with autism},
  journal   = {Journal of Autism and Developmental Disorders},
  year      = {2006},
  volume    = {36},
  number    = {4},
  pages     = {507--516},
  note      = {DOI: \href{https://doi.org/10.1007/s10803-006-0090-5}{10.1007/s10803-006-0090-5}},
  doi       = {10.1007/s10803-006-0090-5},
  publisher = {Springer},
}

@Article{Jeanes1997,
  author    = {Jeanes, Rebecca and Busby, Anne and Martin, Judith and Lewis, Elizabeth and Stevenson, Nicola and Pointon, David and Wilkins, Arnold},
  title     = {Prolonged use of coloured overlays for classroom reading},
  journal   = {British Journal of Psychology},
  year      = {1997},
  volume    = {88},
  number    = {4},
  pages     = {541--548},
  note      = {DOI: \href{https://doi.org/10.1111/j.2044-8295.1997.tb02656.x}{10.1111/j.2044-8295.1997.tb02656.x}},
  doi       = {10.1111/j.2044-8295.1997.tb02656.x},
  publisher = {Wiley Online Library},
}

@Article{Wilkins1994,
  author    = {Wilkins, AJ and Evans, BJW and Brown, JA and Busby, AE and Wingfield, AE and Jeanes, RJ and Bald, J},
  title     = {Double-masked placebo-controlled trial of precision spectral filters in children who use coloured overlays},
  journal   = {Ophthalmic and Physiological Optics},
  year      = {1994},
  volume    = {14},
  number    = {4},
  pages     = {365--370},
  note      = {DOI: \href{https://doi.org/10.1111/j.1475-1313.1994.tb00126.x}{10.1111/j.1475-1313.1994.tb00126.x}},
  doi       = {10.1111/j.1475-1313.1994.tb00126.x},
  publisher = {Wiley Online Library},
}

@Article{Singleton2005,
  author    = {Singleton, Chris and Trotter, Susannah},
  title     = {Visual stress in adults with and without dyslexia},
  journal   = {Journal of Research in Reading},
  year      = {2005},
  volume    = {28},
  number    = {3},
  pages     = {365--378},
  note      = {DOI: \href{https://doi.org/10.1111/j.1467-9817.2005.00275.x}{10.1111/j.1467-9817.2005.00275.x}},
  doi       = {10.1111/j.1467-9817.2005.00275.x},
  publisher = {Wiley Online Library},
}

@Article{Henderson2013,
  author    = {Henderson, Lisa M and Tsogka, Natassa and Snowling, Margaret J},
  title     = {Questioning the benefits that coloured overlays can have for reading in students with and without dyslexia},
  journal   = {Journal of Research in Special Educational Needs},
  year      = {2013},
  volume    = {13},
  number    = {1},
  pages     = {57--65},
  note      = {DOI: \href{https://doi.org/10.1111/j.1471-3802.2012.01237.x}{10.1111/j.1471-3802.2012.01237.x}},
  doi       = {10.1111/j.1471-3802.2012.01237.x},
  publisher = {Wiley Online Library},
}

@Article{Lightstone1999,
  author    = {Lightstone, Anita and Lightstone, Tamsin and Wilkins, Arnold},
  title     = {Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromaticities differ},
  journal   = {Ophthalmic and Physiological Optics},
  year      = {1999},
  volume    = {19},
  number    = {4},
  pages     = {279--285},
  note      = {DOI: \href{https://doi.org/10.1046/j.1475-1313.1999.00442.x}{10.1046/j.1475-1313.1999.00442.x}},
  doi       = {10.1046/j.1475-1313.1999.00442.x},
  publisher = {Wiley Online Library},
}

@article{Young2012,
author = {Christina B. Young and Sarah S. Wu and Vinod Menon},
title ={The Neurodevelopmental Basis of Math Anxiety},
journal = {Psychological Science},
volume = {23},
number = {5},
pages = {492-501},
year = {2012},
doi = {10.1177/0956797611429134},
note ={PMID: 22434239},
URL = {https://doi.org/10.1177/0956797611429134},
eprint = {https://doi.org/10.1177/0956797611429134},
abstract = { Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual’s long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment. }
}

@article{Jansen2013,
title = "The influence of experiencing success in math on math anxiety, perceived math competence, and math performance",
journal = "Learning and Individual Differences",
volume = "24",
pages = "190 - 197",
year = "2013",
issn = "1041-6080",
doi = "https://doi.org/10.1016/j.lindif.2012.12.014",
url = "http://www.sciencedirect.com/science/article/pii/S1041608012001951",
author = "Brenda R.J. Jansen and Jolien Louwerse and Marthe Straatemeier and Sanne H.G. Van der Ven and Sharon Klinkenberg and Han L.J. Van der Maas",
keywords = "Computer-adaptive practice, Math anxiety, Perceived competence, Math performance, Arithmetic",
abstract = "It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3–6) were distributed over a control and three experimental conditions in which they used the program for six weeks. Experimental conditions differed in pre-set success rate. Math anxiety, perceived math competence, and math performance were assessed before and after the practice period. Math anxiety scores improved equally in all conditions. Improvement on perceived math competence was modest. Math performance, however, only improved in the experimental conditions. Moreover, the higher the pre-set success rate, the more problems were attempted, and the larger the improvement in math performance, suggesting that success in math leads to more practice and thus to higher math performance."
}

@article{Bai2009,
  title={Measuring mathematics anxiety: Psychometric analysis of a bidimensional affective scale.},
  author={Bai, Haiyan and Wang, LihShing and Pan, Wei and Frey, Mary},
  journal={Journal of Instructional Psychology},
  volume={36},
  number={3},
  year={2009}
}

@article{Bai2011,
author = { Haiyan Bai},
title ={Cross-Validating a Bidimensional Mathematics Anxiety Scale},
journal = {Assessment},
volume = {18},
number = {1},
pages = {115-122},
year = {2011},
doi = {10.1177/1073191110364312},
note ={PMID: 20212074},
URL = {https://doi.org/10.1177/1073191110364312},
eprint = {https://doi.org/10.1177/1073191110364312},
abstract = { The psychometric properties of a 14-item bidimensional Mathematics Anxiety Scale—Revised (MAS-R) were empirically cross-validated with two independent samples consisting of 647 secondary school students. An exploratory factor analysis on the scale yielded strong construct validity with a clear two-factor structure. The results from a confirmatory factor analysis indicated an excellent model-fit (χ 2 = 98.32, df = 62; normed fit index = .92, comparative fit index = .97; root mean square error of approximation = .04). The internal consistency (.85), test—retest reliability (.71), interfactor correlation (.26, p < .001), and positive discrimination power indicated that MAS-R is a psychometrically reliable and valid instrument for measuring mathematics anxiety. Math anxiety, as measured by MAS-R, correlated negatively with student achievement scores (r = -.38), suggesting that MAS-R may be a useful tool for classroom teachers and other educational personnel tasked with identifying students at risk of reduced math achievement because of anxiety. }
}

@article{Lyons2012,
author = {Lyons, Ian M. and Beilock, Sian L.},
title = {Mathematics Anxiety: Separating the Math from the Anxiety},
journal = {Cerebral Cortex},
volume = {22},
number = {9},
pages = {2102-2110},
year = {2012},
doi = {10.1093/cercor/bhr289},
URL = {http://dx.doi.org/10.1093/cercor/bhr289},
eprint = {/oup/backfile/content_public/journal/cercor/22/9/10.1093_cercor_bhr289/2/bhr289.pdf}
}

@article{Lyons2012pain,
  title={When math hurts: math anxiety predicts pain network activation in anticipation of doing math},
  author={Lyons, Ian M and Beilock, Sian L},
  journal={PloS one},
  volume={7},
  number={10},
  pages={e48076},
  year={2012},
  publisher={Public Library of Science}
}

@article{Galla2012,
title = "Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth",
journal = "Personality and Individual Differences",
volume = "52",
number = "2",
pages = "118 - 122",
year = "2012",
issn = "0191-8869",
doi = "https://doi.org/10.1016/j.paid.2011.09.012",
url = "http://www.sciencedirect.com/science/article/pii/S0191886911004417",
author = "Brian M. Galla and Jeffrey J. Wood",
keywords = "Self-efficacy, Emotion regulation, Anxiety, Mathematics, Youth",
abstract = "Excessive anxiety is associated with impairments in academic achievement. However, not all children with elevated anxiety share an equal risk for academic difficulty. The current study investigated whether individual differences in emotional self-efficacy – confidence in one’s ability to regulate negative emotions – protected against anxiety-related impairments in a standardized math exam in a sample of elementary school youth (N=139). Results indicated that anxiety negatively predicted math test performance only for children with low levels of emotional self-efficacy. Students reporting high levels of emotional self-efficacy did not show anxiety-related decrements on the test performance. Emotional self-efficacy appears useful in managing negative effects of anxiety."
}

@article{Foley2017,
author = {Alana E. Foley and Julianne B. Herts and Francesca Borgonovi and Sonia Guerriero and Susan C. Levine and Sian L. Beilock},
title ={The Math Anxiety-Performance Link: A Global Phenomenon},
journal = {Current Directions in Psychological Science},
volume = {26},
number = {1},
pages = {52-58},
year = {2017},
doi = {10.1177/0963721416672463},
URL = {https://doi.org/10.1177/0963721416672463},
eprint = {https://doi.org/10.1177/0963721416672463},
abstract = { Demand for science, technology, engineering, and mathematics (STEM) professionals is on the rise worldwide. To effectively meet this demand, many governments and private organizations have revamped STEM education and promoted training to enhance math and science skills among students and workers. Education and training programs typically focus on increasing individuals’ math and science knowledge. However, data from laboratory studies and large-scale international assessments suggest that fear or apprehension about math, math anxiety, should also be considered when trying to increase math achievement and, in turn, STEM career success. This article reviews findings that shed light on antecedents of math anxiety, the bidirectional math anxiety-performance relation, underlying mechanisms, and promising routes to mitigating the negative relation between math anxiety and math performance. }
}

@article{Williams2016,
title = "Maths anxiety and medication dosage calculation errors: A scoping review",
journal = "Nurse Education in Practice",
volume = "20",
pages = "139 - 146",
year = "2016",
issn = "1471-5953",
doi = "https://doi.org/10.1016/j.nepr.2016.08.005",
url = "http://www.sciencedirect.com/science/article/pii/S1471595316300695",
author = "Brett Williams and Samantha Davis",
keywords = "Mathematics anxiety, Drug dosage calculations, Nursing, Students",
abstract = "A student's accuracy on drug calculation tests may be influenced by maths anxiety, which can impede one's ability to understand and complete mathematic problems. It is important for healthcare students to overcome this barrier when calculating drug dosages in order to avoid administering the incorrect dose to a patient when in the clinical setting. The aim of this study was to examine the effects of maths anxiety on healthcare students' ability to accurately calculate drug dosages by performing a scoping review of the existing literature. This review utilised a six-stage methodology using the following databases; CINAHL, Embase, Medline, Scopus, PsycINFO, Google Scholar, Trip database (http://www.tripdatabase.com/) and Grey Literature report (http://www.greylit.org/). After an initial title/abstract review of relevant papers, and then full text review of the remaining papers, six articles were selected for inclusion in this study. Of the six articles included, there were three experimental studies, two quantitative studies and one mixed method study. All studies addressed nursing students and the presence of maths anxiety. No relevant studies from other disciplines were identified in the existing literature. Three studies took place in the U.S, the remainder in Canada, Australia and United Kingdom. Upon analysis of these studies, four factors including maths anxiety were identified as having an influence on a student's drug dosage calculation abilities. Ultimately, the results from this review suggest more research is required in nursing and other relevant healthcare disciplines regarding the effects of maths anxiety on drug dosage calculations. This additional knowledge will be important to further inform development of strategies to decrease the potentially serious effects of errors in drug dosage calculation to patient safety."
}

@ARTICLE{Caviola2017,
AUTHOR={Caviola, Sara and Carey, Emma and Mammarella, Irene C. and Szucs, Denes},
TITLE={Stress, Time Pressure, Strategy Selection and Math Anxiety in Mathematics: A Review of the Literature},
JOURNAL={Frontiers in Psychology},
VOLUME={8},
PAGES={1488},
YEAR={2017},
URL={https://www.frontiersin.org/article/10.3389/fpsyg.2017.01488},
DOI={10.3389/fpsyg.2017.01488},
ISSN={1664-1078},
ABSTRACT={We review how stress induction, time pressure manipulations and math anxiety can interfere with or modulate selection of problem-solving strategies (henceforth “strategy selection”) in arithmetical tasks. 19 relevant articles were identified, which contain references to strategy selection and time limit (or time manipulations), with some also discussing emotional aspects in mathematical outcomes. Few of these take cognitive processes such as working memory or executive functions into consideration. We conclude that due to the sparsity of available literature our questions can only be partially answered and currently there is not much evidence of clear associations. We identify major gaps in knowledge and raise a series of open questions to guide further research.}
}

@article{Ramirez2018,
  title={Math anxiety: Past research, promising interventions, and a new interpretation framework},
  author={Ramirez, Gerardo and Shaw, Stacy T and Maloney, Erin A},
  journal={Educational Psychologist},
  pages={1--20},
  year={2018},
  publisher={Taylor \& Francis}
}

@Article{Pellicioni2016,
author="Su{\'a}rez-Pellicioni, Macarena
and N{\'u}{\~{n}}ez-Pe{\~{n}}a, Mar{\'i}a Isabel
and Colom{\'e}, {\`A}ngels",
title="Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases",
journal="Cognitive, Affective, {\&} Behavioral Neuroscience",
year="2016",
month="Feb",
day="01",
volume="16",
number="1",
pages="3--22",
abstract="A decade has passed since the last published review of math anxiety, which was carried out by Ashcraft and Ridley (2005). Given the considerable interest aroused by this topic in recent years and the growing number of publications related to it, the present article aims to provide a full and updated review of the field, ranging from the initial studies of the impact of math anxiety on numerical cognition, to the latest research exploring its electrophysiological correlates and brain bases from a cognitive neuroscience perspective. Finally, this review describes the factors and mechanisms that have been claimed to play a role in the origins and/or maintenance of math anxiety, and it examines in detail the main explanations proposed to account for the negative effects of math anxiety on performance: competition for working memory resources, a deficit in a low-level numerical representation, and inhibition/attentional control deficit.",
issn="1531-135X",
doi="10.3758/s13415-015-0370-7",
url="https://doi.org/10.3758/s13415-015-0370-7"
}

@article{Chang2016,
title = "The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research",
journal = "Current Opinion in Behavioral Sciences",
volume = "10",
pages = "33 - 38",
year = "2016",
note = "Neuroscience of education",
issn = "2352-1546",
doi = "https://doi.org/10.1016/j.cobeha.2016.04.011",
url = "http://www.sciencedirect.com/science/article/pii/S2352154616300882",
author = "Hyesang Chang and Sian L Beilock",
abstract = "Anxiety about mathematics—highly prevalent across the globe—is associated with poor math performance. Why is math anxiety related to poor math performance and how can we reduce this link? Current behavioral and psychophysiological research reveals that the math anxiety-math performance link is related to both individual (cognitive, affective/physiological, motivational) and environmental (social/contextual) factors. Several interventions have recently been developed to alleviate the relation between math anxiety and math performance. To lower math anxiety and reduce its relation to poor math performance, future interventions may benefit from focusing on both math-anxious individuals themselves and those around them."
}

@article{Pekrun2017,
  title={Achievement emotions and academic performance: Longitudinal models of reciprocal effects},
  author={Pekrun, Reinhard and Lichtenfeld, Stephanie and Marsh, Herbert W and Murayama, Kou and Goetz, Thomas},
  journal={Child Development},
  volume={88},
  number={5},
  pages={1653--1670},
  year={2017},
  publisher={Wiley Online Library}
}

@article{Baker2003,
title = "A prospective longitudinal investigation of social problem-solving appraisals on adjustment to university, stress, health, and academic motivation and performance",
journal = "Personality and Individual Differences",
volume = "35",
number = "3",
pages = "569 - 591",
year = "2003",
issn = "0191-8869",
doi = "https://doi.org/10.1016/S0191-8869(02)00220-9",
url = "http://www.sciencedirect.com/science/article/pii/S0191886902002209",
author = "Sarah R Baker",
keywords = "Social problem-solving appraisals, Adjustment, Motivation, Performance, Stress, Students",
abstract = "A prospective longitudinal design was used to examine the predictive relations between social problem-solving appraisals and subsequent adjustment, stress, health, motivation and performance in a sample of university students during their three years at university. Controlling for gender, age and prior academic aptitude, self-perceived problem-solving abilities, measured on entry to university, had direct beneficial effects on psychosocial adjustment to university, perceived stress levels, self-determined motivational orientations, and academic performance during students’ second year of study. Additionally, social problem-solving appraisals, adjustment to university and intrinsic motivation towards accomplishment predicted higher marks over the course of students’ 3 years at university, controlling for university entry qualifications. Gender differences emerged in perceived stress, self-determination profiles, and academic performance, with women displaying higher scores than men. More specific analysis of problem-solving appraisals indicated that different dimensions (e.g. control, confidence) had different long-range adaptational outcomes. Results are discussed with reference to models of social problem-solving (D'Zurilla, 1986, 1990) and self-determination (Deci & Ryan, 1985, 1991) and implications for interventions based on problem-solving training for stress management are considered."
}

@article{Wright1999,
  title={Affect and favorable work outcomes: two longitudinal tests of the happy--productive worker thesis},
  author={Wright, Thomas A and Staw, Barry M},
  journal={Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior},
  volume={20},
  number={1},
  pages={1--23},
  year={1999},
  publisher={Wiley Online Library}
}

@article{Fergusson2002,
  title={Mental health, educational, and social role outcomes of adolescents with depression},
  author={Fergusson, David M and Woodward, Lianne J},
  journal={Archives of general psychiatry},
  volume={59},
  number={3},
  pages={225--231},
  year={2002},
  publisher={American Medical Association}
}

@article{Hopko2005,
  title={The impact of anxiety on performance IQ},
  author={Hopko, Derek R and Crittendon, Julie A and Grant, Erick and Wilson, Sarah A},
  journal={Anxiety, Stress \& Coping},
  volume={18},
  number={1},
  pages={17--35},
  year={2005},
  publisher={Taylor \& Francis}
}

@article{Hembree1990,
 ISSN = {00218251, 19452306},
 URL = {http://www.jstor.org/stable/749455},
 abstract = {Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It relates inversely to positive attitudes toward mathematics and is bound directly to avoidance of the subject. Variables that exhibit differential mathematics anxiety levels include ability, school grade level, and undergraduate fields of study, with preservice arithmetic teachers especially prone to mathematics anxiety. Females display higher levels than males. However, mathematics anxiety appears more strongly linked with poor performance and avoidance of mathematics in precollege males than females. A variety of treatments are effective in reducing mathematics anxiety. Improved mathematics performance consistently accompanies valid treatment.},
 author = {Ray Hembree},
 journal = {Journal for Research in Mathematics Education},
 number = {1},
 pages = {33--46},
 publisher = {National Council of Teachers of Mathematics},
 title = {The Nature, Effects, and Relief of Mathematics Anxiety},
 volume = {21},
 year = {1990}
}

@article{Kazelskis2000,
author = {Richard   Kazelskis  and  Carolyn   Reeves  and  M. E.   Kersh  and  Gahan   Bailey  and  Katherine   Cole  and  Marilyn   Larmon  and  Lew   Hall  and  D. C.   Holliday },
title = {Mathematics Anxiety and Test Anxiety: Separate Constructs?},
journal = {The Journal of Experimental Education},
volume = {68},
number = {2},
pages = {137-146},
year  = {2000},
publisher = {Routledge},
doi = {10.1080/00220970009598499},
URL = {https://doi.org/10.1080/00220970009598499},
eprint = {https://doi.org/10.1080/00220970009598499},
abstract = { Abstract The authors used correlational and confirmatory factor analytic techniques to examine the relationship between measures of the constructs of mathematics anxiety and test anxiety. The correlations found between measures of the 2 constructs were nearly as high as those found within measures of the 2 constructs, bringing into question the separateness of the constructs. Results of the confirmatory factor analysis provided some support for a distinction between the constructs; the correlation between the 2 factors, however, was relatively high. Those findings suggest that mathematics anxiety and test anxiety may be separate phenomena; the conceptual uniqueness of mathematics anxiety, however, needs to be further delineated and its measurement improved. }
}

@Book{PISA2013,
  title     = {\gls{pisa} 2012 results: ready to learn: students' engagement, drive and self-beliefs (volume III): preliminary version},
  publisher = {\gls{pisa}, \gls{oecd}, Paris, France},
  year      = {2013},
  author    = {{\gls{oecd}}},
  note      = {viewed 4 Feb 2019},
  url       = {http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-iii.htm},
}

@article{Faust1996,
  title={Mathematics anxiety effects in simple and complex addition},
  author={Faust, Michael W},
  journal={Mathematical Cognition},
  volume={2},
  number={1},
  pages={25--62},
  year={1996},
  publisher={Taylor \& Francis}
}

@Article{Wang2015,
  author   = {Zhe Wang and Sarah L. Lukowski and Sara A. Hart and Ian M. Lyons and Lee A. Thompson and Yulia Kovas and Michèle M. M. Mazzocco and Robert Plomin and Stephen A. Petrill},
  title    = {Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation},
  journal  = {Psychological Science},
  year     = {2015},
  volume   = {26},
  number   = {12},
  pages    = {1863-1876},
  note     = {PMID: 26518438},
  abstract = { The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples—young adolescent twins and adult college students—results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants’ nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. },
  doi      = {10.1177/0956797615602471},
  eprint   = {https://doi.org/10.1177/0956797615602471},
  url      = {
        https://doi.org/10.1177/0956797615602471

},
}

@Article{Becker2007,
  author   = {Carolyn Black Becker and Ellen Darius and Katherine Schaumberg},
  title    = {An analog study of patient preferences for exposure versus alternative treatments for posttraumatic stress disorder},
  journal  = {Behaviour Research and Therapy},
  year     = {2007},
  volume   = {45},
  number   = {12},
  pages    = {2861 - 2873},
  issn     = {0005-7967},
  abstract = {Although several efficacious treatments for posttraumatic stress disorder (PTSD) exist, these treatments are currently underutilized in clinical practice. To address this issue, research must better identify barriers to dissemination of these treatments. This study investigated patient preferences for PTSD treatment given a wide range of treatment options in an analog sample. One hundred and sixty individuals, with varying degrees of trauma history, were asked to imagine themselves undergoing a trauma, developing PTSD, and seeking treatment. Participants evaluated seven different treatment descriptions, which depicted treatment options that they might encounter in a clinical setting. Participants rated their most and least preferred treatments along with their personal reactions to and the perceived credibility of each treatment. Participants also completed a critical thinking skills questionnaire. Participants predominantly chose exposure or another variant of cognitive–behavioral therapy as their most preferred therapy, and those who chose exclusively empirically supported treatments evidenced higher critical thinking skills. The present study contributes to a growing literature indicating that patients may be more interested in these therapies than indicated by utilization rates. The problem of underutilization of empirically supported treatments for PTSD in clinical practice may be due to therapist factors.},
  doi      = {https://doi.org/10.1016/j.brat.2007.05.006},
  keywords = {PTSD, Exposure, Empirically supported treatment, Patient preference},
  url      = {http://www.sciencedirect.com/science/article/pii/S0005796707001118},
}

@Article{Park2014,
  author  = {DaEun Park and Gerardo Ramirez and Sian L. Beilock},
  title   = {The role of expressive writing in math anxiety.},
  journal = {Journal of experimental psychology. Applied},
  year    = {2014},
  volume  = {20 2},
  pages   = {103-11},
}

@Article{Foa2005,
  author    = {Edna B. Foa and Elizabeth A. Hembreee and Shawn P. Cahill and Sheila A. M. Rauch and David S. Riggs and Norah C. Feeny and Elna Yadin},
  title     = {Randomized trial of prolonged exposure for posttraumatic stress disorder with and without cognitive restructuring: outcome at academic and community clinics.},
  journal   = {Journal of consulting and clinical psychology.},
  year      = {2005},
  volume    = {73},
  number    = {5},
  issn      = {0022-006X},
  address   = {Washington, DC :},
  publisher = {American Psychological Association},
}

@InCollection{Ashcraft2007book,
  author    = {Ashcraft, Mark H and Krause, Jeremy A and Hopko, Derek R},
  title     = {Is math anxiety a mathematical learning disability?},
  booktitle = {Why is math so hard for some children? {The} nature and origins of mathematical learning difficulties and disabilities},
  publisher = {Paul H Brookes Publishing},
  year      = {2007},
  editor    = {D. B. Berch and M. M. M. Mazzocco},
  pages     = {329-348},
  address   = {Baltimore, MD, US},
}

@Article{LeFevre1992,
  author    = {Jo-Anne LeFevre and Alison G. Kulak and Stephanie L. Heymans},
  title     = {Factors influencing the selection of university majors varying in mathematical content.},
  journal   = {Canadian journal of behavioural science},
  year      = {1992},
  volume    = {24},
  number    = {3},
  issn      = {0008-400X},
  address   = {[Washington, D.C.] :},
  publisher = {American Psychological Association},
}

@Article{Dreger1957,
  author    = {Dreger, Ralph Mason and Aiken Jr, Lewis R},
  title     = {The identification of number anxiety in a college population.},
  journal   = {Journal of Educational Psychology},
  year      = {1957},
  volume    = {48},
  number    = {6},
  pages     = {344},
  publisher = {American Psychological Association},
}

@Article{Richardson1972,
  author    = {Richardson, Frank C and Suinn, Richard M},
  title     = {The mathematics anxiety rating scale: psychometric data.},
  journal   = {Journal of counseling Psychology},
  year      = {1972},
  volume    = {19},
  number    = {6},
  pages     = {551},
  publisher = {American Psychological Association},
}

@Article{Supekar2015,
  author    = {Supekar, Kaustubh and Iuculano, Teresa and Chen, Lang and Menon, Vinod},
  title     = {Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring},
  journal   = {Journal of Neuroscience},
  year      = {2015},
  volume    = {35},
  number    = {36},
  pages     = {12574--12583},
  issn      = {0270-6474},
  abstract  = {Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals.SIGNIFICANCE STATEMENT Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual{\textquoteright}s academic and professional chances of success in today{\textquoteright}s technological society that increasingly demands strong quantitative skills.},
  doi       = {10.1523/JNEUROSCI.0786-15.2015},
  eprint    = {http://www.jneurosci.org/content/35/36/12574.full.pdf},
  publisher = {Society for Neuroscience},
  url       = {http://www.jneurosci.org/content/35/36/12574},
}

@Article{Berkowitz2015,
  author    = {Berkowitz, Talia and Schaeffer, Marjorie W. and Maloney, Erin A. and Peterson, Lori and Gregor, Courtney and Levine, Susan C. and Beilock, Sian L.},
  title     = {Math at home adds up to achievement in school},
  journal   = {Science},
  year      = {2015},
  volume    = {350},
  number    = {6257},
  pages     = {196--198},
  issn      = {0036-8075},
  abstract  = {Children{\textquoteright}s emerging language skills are supported when their caregivers read to them at home. Math skills, however, are often relegated to the schools. Berkowitz et al. developed a mobile-device app designed to help caregivers bring a little bit of math into the home. Improved math skills were apparent within months for elementary school students. Improvements were most dramatic in families where the caregivers reported themselves to be anxious about math.Science, this issue p. 196With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children{\textquoteright}s math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children{\textquoteright}s math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement.},
  doi       = {10.1126/science.aac7427},
  eprint    = {http://science.sciencemag.org/content/350/6257/196.full.pdf},
  publisher = {American Association for the Advancement of Science},
  url       = {http://science.sciencemag.org/content/350/6257/196},
}

@Article{Jamieson2016,
  author   = {Jeremy P. Jamieson and Brett J. Peters and Emily J. Greenwood and Aaron J. Altose},
  title    = {Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations},
  journal  = {Social Psychological and Personality Science},
  year     = {2016},
  volume   = {7},
  number   = {6},
  pages    = {579-587},
  abstract = { For students to thrive in the U.S. educational system, they must successfully cope with omnipresent demands of exams. Nearly all students experience testing situations as stressful, and signs of stress (e.g., racing heart) are typically perceived negatively. This research tested the efficacy of a psychosituational intervention targeting cognitive appraisals of stress to improve classroom exam performance. Ninety-three students (across five semesters) enrolled in a community college developmental mathematics course were randomly assigned to stress reappraisal or placebo control conditions. Reappraisal instructions educated students about the adaptive benefits of stress arousal, whereas placebo materials instructed students to ignore stress. Reappraisal students reported less math evaluation anxiety and exhibited improved math exam performance relative to controls. Mediation analysis indicated reappraisal improved performance by increasing students’ perceptions of their ability to cope with the stressful testing situation (resource appraisals). Implications for theory development and policy are discussed. },
  doi      = {10.1177/1948550616644656},
  eprint   = {https://doi.org/10.1177/1948550616644656},
  url      = {
        https://doi.org/10.1177/1948550616644656

},
}

@Article{Lin-Siegler2016,
  author    = {Lin-Siegler, Xiaodong and Ahn, Janet N and Chen, Jondou and Fang, Fu-Fen Anny and Luna-Lucero, Myra},
  title     = {Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science.},
  journal   = {Journal of Educational Psychology},
  year      = {2016},
  volume    = {108},
  number    = {3},
  pages     = {314},
  publisher = {American Psychological Association},
}

@Article{Ashcraft1994,
  author    = {Mark H. Ashcraft and Michael W. Faust},
  title     = {Mathematics anxiety and mental arithmetic performance: An exploratory investigation},
  journal   = {Cognition and Emotion},
  year      = {1994},
  volume    = {8},
  number    = {2},
  pages     = {97-125},
  abstract  = { Abstract Two exploratory studies were conducted to determine if mathematics anxiety, as assessed by the Mathematics Anxiety Rating Scale (MARS), is related to the underlying mental processes of arithmetic performance. MARS scores were higher when the test was administered by computer, vs. the standard paper-and-pencil format, and were higher for female than male college students. Small but significant processing differences in simple addition and multiplication were found when subjects were divided by quartiles into anxiety groups. Much larger differences in processing speed and accuracy were found with complex addition problems and a set of difficult problems (e.g. 9 × 16 = 134, true or false) that tested all four arithmetic operations. Overall, the low anxiety group was consistently the most rapid and accurate, the medium high was consistently the slowest, and the high anxiety group the most prone to errors. The results suggest that genuine performance differences exist among the several levels of mathematics anxiety, and that chronometric, reaction time-based studies of such performance will be useful in revealing those differences. },
  doi       = {10.1080/02699939408408931},
  eprint    = {https://doi.org/10.1080/02699939408408931},
  publisher = {Routledge},
  url       = {
        https://doi.org/10.1080/02699939408408931

},
}

@Article{Ashcraft2001,
  author    = {Ashcraft, Mark H and Kirk, Elizabeth P},
  title     = {The relationships among working memory, math anxiety, and performance.},
  journal   = {Journal of experimental psychology: General},
  year      = {2001},
  volume    = {130},
  number    = {2},
  pages     = {224},
  publisher = {American Psychological Association},
}

@Article{Ashcraft2007,
  author   = {Ashcraft, Mark H. and Krause, Jeremy A.},
  title    = {Working memory, math performance, and math anxiety},
  journal  = {Psychonomic Bulletin {\&} Review},
  year     = {2007},
  volume   = {14},
  number   = {2},
  pages    = {243--248},
  month    = {Apr},
  issn     = {1531-5320},
  abstract = {The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.},
  day      = {01},
  doi      = {10.3758/BF03194059},
  url      = {https://doi.org/10.3758/BF03194059},
}

@Article{Ma2004,
  author   = {X Ma and Jiangming Xu},
  title    = {The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis},
  journal  = {Journal of Adolescence},
  year     = {2004},
  volume   = {27},
  number   = {2},
  pages    = {165 - 179},
  issn     = {0140-1971},
  abstract = {Using data from the Longitudinal Study of American Youth (LSAY), we aimed to determine the causal ordering between mathematics anxiety and mathematics achievement. Results of structural equation modelling showed that, across the entire junior and senior high school, prior low mathematics achievement significantly related to later high mathematics anxiety, but prior high mathematics anxiety hardly related to later low mathematics achievement. Mathematics achievement was more reliably stable from year to year than mathematics anxiety. There were statistically significant gender differences in the causal ordering between mathematics anxiety and mathematics achievement. Prior low mathematics achievement significantly related to later high mathematics anxiety for boys across the entire junior and senior high school but for girls at critical transition points only. Mathematics anxiety was more reliably stable from year to year among girls than among boys.},
  doi      = {https://doi.org/10.1016/j.adolescence.2003.11.003},
  url      = {http://www.sciencedirect.com/science/article/pii/S0140197103001064},
}

@Article{Hiebert2007,
  author  = {Hiebert, James and Grouws, Douglas A},
  title   = {The effects of classroom mathematics teaching on students’ learning},
  journal = {Second handbook of research on mathematics teaching and learning},
  year    = {2007},
  volume  = {1},
  pages   = {371--404},
}

@Article{McNally2007,
  author   = {Richard J. McNally},
  title    = {Mechanisms of exposure therapy: How neuroscience can improve psychological treatments for anxiety disorders},
  journal  = {Clinical Psychology Review},
  year     = {2007},
  volume   = {27},
  number   = {6},
  pages    = {750 - 759},
  issn     = {0272-7358},
  note     = {New Approaches to the Study of Change in Cognitive Behavioral Therapies},
  abstract = {Exposure therapy for anxiety disorders has been one of success stories of clinical psychology and psychiatry. Nevertheless, a significant minority of patients fail to benefit from extant treatments. This clinical impasse is prompting renewed attempts to understand fear and its reduction at neural, cellular, and molecular as well as behavioral levels of analysis. The purpose of this article is to provide a review of theories of exposure therapy, including recent developments in emotional processing theory, and to discuss insights from neuroscience that promise to improve psychological treatments for reducing pathological fears.},
  doi      = {https://doi.org/10.1016/j.cpr.2007.01.003},
  url      = {http://www.sciencedirect.com/science/article/pii/S0272735807000074},
}

@Article{Harter1982,
  author    = {Susan Harter},
  title     = {The Perceived Competence Scale for Children},
  journal   = {Child Development},
  year      = {1982},
  volume    = {53},
  number    = {1},
  pages     = {87--97},
  issn      = {00093920, 14678624},
  abstract  = {A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct. 3 domains of competence, each constituting a separate subscale, were identified: (a) cognitive, (b) social, and (c) physical. A fourth subscale, general self-worth, independent of any particular skill domain, was included. A new question format was devised which provides a broader range of responses and reduces the tendency to give socially desirable responses. The psychometric properties of the scale are presented for third through ninth grades. Emphasis is placed on its factorial validity. Each subscale defines a separate factor, indicating that children make clear differentiations among these domains. The factor structure is extremely stable across this grade range. The scale is viewed as an alternative to those existing self-concept measures of questionable validity and reliability.},
  publisher = {[Wiley, Society for Research in Child Development]},
  url       = {http://www.jstor.org/stable/1129640},
}

@Article{Johnson2016,
  author    = {Patrick Johnson and Lisa O’Keeffe},
  title     = {The effect of a pre-university mathematics bridging course on adult learners’ self-efficacy and retention rates in STEM subjects},
  journal   = {Irish Educational Studies},
  year      = {2016},
  volume    = {35},
  number    = {3},
  pages     = {233-248},
  abstract  = { In August 2008, the Mathematics Learning Centre at the University of Limerick initiated a mathematics bridging course, entitled ‘Head Start Maths’, to provide mathematics revision for adult learners about to embark on science or technology degree programmes. The aim of Head Start Maths was to revise mathematics fundamentals before the commencement of third-level education so as to lessen the anxiety levels of adult learners towards mathematics. Negative preconceptions have been noted as being of major concern with adult learners, both preconceptions of mathematics in general and also of their own abilities. In addition to this, it was hoped that Head Start Maths might lead to increased retention rates among adult learners and lead to less dropouts within the first semester. Results found that there were statistically significant increases in self-efficacy scores across some, but not all, of the mathematical topic areas and that there was an increase in the retention rates of adult learners who participated in Head Start Maths compared to those who did not. },
  doi       = {10.1080/03323315.2016.1192481},
  eprint    = {https://doi.org/10.1080/03323315.2016.1192481},
  publisher = {Routledge},
  url       = {https://doi.org/10.1080/03323315.2016.1192481},
}

@Article{Gordon2013,
  author    = {Sue Gordon and Jackie Nicholas},
  title     = {Students’ conceptions of mathematics bridging courses},
  journal   = {Journal of Further and Higher Education},
  year      = {2013},
  volume    = {37},
  number    = {1},
  pages     = {109-125},
  abstract  = { In this study we investigate the conceptions of mathematics bridging courses held by students enrolled in these courses at a major Australian university. We report on the participants’ responses to email-interview questions about the mathematics bridging courses to describe a two-dimensional outcome space of variations in awareness about the bridging courses. On one dimension the conceptions relate to cognitive functions: the course bridges students’ difficulties with mathematical concepts, helps develop strategies for learning mathematics and extends skills in thinking and reasoning. Categories on the other dimension reflect ideas on how the bridging course advances personal goals and enhances self-development. The findings show that students are aware of the value of the bridging courses not only to ameliorate prior difficulties with mathematics and improve their approaches to learning mathematics but, less transparently, as an important opportunity to facilitate their transition into higher education, meet fellow students and help realise their potential. },
  doi       = {10.1080/0309877X.2011.644779},
  eprint    = {https://doi.org/10.1080/0309877X.2011.644779},
  publisher = {Routledge},
  url       = {https://doi.org/10.1080/0309877X.2011.644779},
}

@InProceedings{Poladian2013,
  author    = {Poladian, LEON and Nicholas, JACKIE},
  title     = {Mathematics bridging courses and success in first year calculus},
  booktitle = {Proceedings of the 9th DELTA Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics},
  year      = {2013},
  pages     = {150--159},
}

@Article{Nicholas2015,
  author  = {Nicholas, Jackie and Rylands, Leanne J},
  title   = {HSC mathematics choices and consequences for students coming to university without adequate mathematics preparation},
  journal = {Reflections: Journal of the Mathematical Association of New South Wales},
  year    = {2015},
  volume  = {40},
  number  = {1},
  pages   = {2--7},
  url     = {https://researchdirect.westernsydney.edu.au/islandora/object/uws:29593},
}

@techreport{Barrington2016,
  title={Year 12 mathematics participation in Australia-The last ten years},
  author={Barrington, F and Evans, M},
  institution={Australian Mathematical Sciences Institute},
  url={https://amsi.org.au/publications/participation-in-year-12-mathematics-2006-2016/},
  year={2016}
}

@techreport{James2019,
  title={Year 12 Mathematics Participation in Australia 2008 – 2017},
  author={James, Susan},
  institution={Australian Mathematical Sciences Institute},
  url={https://amsi.org.au/preview-year-12-mathematics-participation-in-australia-2008-2017/
},
  year={2019}
}

@techreport{Brown2009,
  title={Review of Education in Mathematics, Data Science and Quantitative Disciplines: Report to the Group of Eight Universities},
  author={Brown, Gavin},
  institution={Group of Eight (NJ1)},
  url={https://eric.ed.gov/?id=ED539393},
  year={2009},
  publisher={ERIC}
}

@article{Gordon2015,
  title={What Do Bridging Students Understand by ‘Assumed Knowledge’in Mathematics?},
  author={Gordon, Sue and Nicholas, Jackie},
  journal={International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International)},
  volume={23},
  number={1},
  year={2015}
}

@article{Nicholas2015b,
  title={Mathematics preparation for university: entry, pathways and impact on performance in first year science and mathematics subjects},
  author={Nicholas, Jackie and Poladian, Leon and Mack, John and Wilson, Rachel},
  journal={International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International)},
  volume={23},
  number={1},
  year={2015}
}

@article{Hourigan2007,
title = {Mathematical under-preparedness: the influence of the pre-tertiary mathematics experience on students’ ability to make a successful transition to tertiary level mathematics courses in Ireland},
author = {Hourigan, M and O'Donoghue, J},
journal = {International journal of mathematical education in science and technology.},
volume = {38},
publisher = {Taylor & Francis},
number = {4},
url = {https://doi.org/10.1080/00207390601129279},
year = {2007}
}

@article{Hoyles2001,
  title={Changing patterns of transition from school to university mathematics},
  author={Hoyles, Celia and Newman, Kate and Noss, Richard},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={32},
  number={6},
  pages={829--845},
  url = {https://doi.org/10.1080/00207390110067635},
  year={2001},
  publisher={Taylor \& Francis}
}

@article{Gordon2013b,
  title={Prior decisions and experiences about mathematics of students in bridging courses},
  author={Gordon, Sue and Nicholas, Jackie},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={44},
  number={7},
  pages={1081--1091},
  url={https://doi.org/10.1080/0020739X.2013.823249},
  year={2013},
  publisher={Taylor \& Francis}
}

@article{Varsavsky2010,
  title={Chances of success in and engagement with mathematics for students who enter university with a weak mathematics background},
  author={Varsavsky, Cristina},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={41},
  number={8},
  pages={1037--1049},
  url={https://doi.org/10.1080/0020739X.2010.493238},
  year={2010},
  publisher={Taylor \& Francis}
}

@article{Kajander2005,
  title={Transition from secondary to tertiary mathematics: McMaster University experience},
  author={Kajander, Ann and Lovric, Miroslav},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={36},
  number={2-3},
  pages={149--160},
  url={https://doi.org/10.1080/00207340412317040},
  year={2005},
  publisher={Taylor \& Francis}
}

@article{Clark2008,
author={Clark, Megan and Lovric, Miroslav},
title={Suggestion for a theoretical model for secondary-tertiary transition in mathematics},
journal={Mathematics Education Research Journal},
year={2008},
month={Sep},
day={1},
volume={20},
number={2},
pages={25--37},
abstract={One of most notable features of existing body of research in transition seems to be the absence of a theoretical model. The suggestion we present in this paper---to view and understand the high school to university transition in mathematics as a modern-day rite of passage---is an attempt at defining such framework. Although dominantly reflecting North-American reality, we believe that the model could be found useful in other countries as well. Let us emphasize that our model is not new in the sense that it recognizes the transition as such. In this paper, we try to determine whether (and, if so, how) the notion of a rite of passage---which is a well-understood concept in anthropology, as well as in some other disciplines (e.g. culture shock in cultural studies)---can help us understand mathematics transition issues better. Can it help us systematize existing body of research, and enhance our understanding of transition in mathematics; does it point at something new? We believe so, and by elaborating some traditional aspects of rites of passage, we hope to provide a useful lens through which we can examine the process of transition in mathematics, and make suggestions for improved management of some transitional issues.},
url={https://doi.org/10.1007/BF03217475}
}

@techreport{Howson1995,
author={Howson, A G and Barnard, D G and Crighton, N and Davies, A D and Gardiner, J M and Jagger, D and Morris, J C and Robson, J C and Steele, N C},
title={Tackling the Mathematics Problem},
year={1995},
institution={London Mathematical Society, The Institute of Mathematics and its Applications and The Royal Statistical Society}
}

@article{Luk2005,
  title={The gap between secondary school and university mathematics},
  author={Luk, Hing Sun},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={36},
  number={2-3},
  pages={161--174},
  url={https://doi.org/10.1080/00207390412331316988},
  year={2005},
  publisher={Taylor \& Francis}
}

@article{Thomas2009,
  title={Mathematical sciences in Australia},
  author={Thomas, Jan and Muchatuta, Michelle and Wood, Leigh},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={40},
  number={1},
  pages={17--26},
  url={https://doi.org/10.1080/00207390802597654},
  year={2009},
  publisher={Taylor \& Francis}
}

@article{Irwin2018,
  title={What ‘counts’ as numeracy preparation in enabling education programs? Results of a national audit},
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}

@article{King2015,
  title={The impact of assumed knowledge entry standards on undergraduate mathematics teaching in Australia},
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}

@article{Croft2009,
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  author={Croft, Anthony C and Harrison, Martin C and Robinson, Carol L},
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  year={2009},
  publisher={Taylor \& Francis}
}

@article{MacGillivray2009,
  title={Learning support and students studying mathematics and statistics},
  author={MacGillivray, Helen},
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  publisher={Taylor \& Francis}
}

@article{Murtagh2010,
  title={They give us homework! Transition to higher education: the case of initial teacher training},
  author={Murtagh, Lisa},
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  number={3},
  pages={405--418},
  url={https://doi.org/10.1080/0309877X.2010.484057},
  year={2010},
  publisher={Taylor \& Francis}
}

@article{Leese2010,
  title={Bridging the gap: supporting student transitions into higher education},
  author={Leese, Maggie},
  journal={Journal of further and Higher Education},
  volume={34},
  number={2},
  pages={239--251},
  url={https://doi.org/10.1080/03098771003695494},
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}

@article{Bewick2010,
  title={Changes in undergraduate students’ psychological well-being as they progress through university},
  author={Bewick, Bridgette and Koutsopoulou, Gina and Miles, Jeremy and Slaa, Esther and Barkham, Michael},
  journal={Studies in Higher Education},
  volume={35},
  number={6},
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  year={2010},
  publisher={Routledge}
}

@article{Trotter2006,
  title={Enhancing the early student experience},
  author={Trotter, Eileen and Roberts, Carole A},
  journal={Higher Education Research \& Development},
  volume={25},
  number={4},
  pages={371--386},
  url={https://doi.org/10.1080/07294360600947368},
  year={2006},
  publisher={Taylor \& Francis}
}

@article{Zeegers2001,
  title={A learning-to-learn program in a first-year chemistry class},
  author={Zeegers, Petrus and Martin, Lisa},
  journal={Higher Education Research \& Development},
  volume={20},
  number={1},
  url={https://doi.org/10.1080/07924360120043630},
  pages={35--52},
  year={2001},
  publisher={Taylor \& Francis}
}

@article{Peat2001,
  title={Enhancing the first year student experience by facilitating the development of peer networks through a one-day workshop},
  author={Peat, Mary and Dalziel, James and Grant, Anthony M},
  journal={Higher Education Research \& Development},
  volume={20},
  number={2},
  pages={199--215},
  url={https://doi.org/10.1080/07294360123888},
  year={2001},
  publisher={Taylor \& Francis}
}

@misc{Vygotsky1978,
  title={Mind in society (M. Cole, V. John-Steiner, S. Scribner, \& E. Souberman, Eds.)},
  author={Vygotsky, Lev S},
  year={1978},
  publisher={Cambridge, MA: Harvard University Press}
}

@article{Carlson1999,
  title={The mathematical behavior of six successful mathematics graduate students: Influences leading to mathematical success},
  author={Carlson, Marilyn P},
  journal={Educational Studies in Mathematics},
  volume={40},
  number={3},
  pages={237--258},
  url={https://doi.org/10.1023/A:1003819513961},
  year={1999},
  publisher={Springer}
}

@article{Rylands2009,
  title={Performance of students with weak mathematics in first-year mathematics and science},
  author={Rylands, Leanne J and Coady, Carmel},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={40},
  number={6},
  pages={741--753},
  url={https://doi.org/10.1080/00207390902914130},
  year={2009},
  publisher={Taylor \& Francis}
}

@article{Bahr2008,
  title={Does mathematics remediation work?: A comparative analysis of academic attainment among community college students},
  author={Bahr, Peter Riley},
  journal={Research in Higher Education},
  volume={49},
  number={5},
  pages={420--450},
  url={https://doi.org/10.1007/s11162-008-9089-4},
  year={2008},
  publisher={Springer}
}

@incollection{Galligan2008,
  author={Galligan, L and Taylor, J},
  title={Adults returning to study mathematics},
  booktitle={Research in Mathematics Education in Australasia 2004-2007},
  pages={99--118},
  year={2008},
  editor={Forgasz, H and Barkatsas, A and Bishop, A and Clarke, B and Keast, S and Seah, W and Sullivan},
  publisher={Sense Publishers},
  address={Rotterdam}
}

@incollection{Wood2001,
  author={Wood, L},
  title={The secondary-tertiary interface},
  booktitle={The teaching and learning of mathematics at university level: An {ICMI} study},
  pages={87--98},
  editor={Holton, Derek},
  volume={7},
  year={2001},
  publisher={Kluwer, Netherlands}
}

@article{Hardin2008,
issn = {0271-0560},
abstract = {Adult students, whether new or returning to higher education, experience a unique set of transition challenges. By understanding the characteristics and needs of this student cohort, colleges and universities are better able to facilitate adult student success.},
journal = {New Directions for Higher Education},
pages = {49--57},
volume = {2008},
publisher = {Wiley Subscription Services, Inc., A Wiley Company},
number = {144},
year = {2008},
title = {Adult students in higher education: A portrait of transitions},
language = {eng},
address = {San Francisco},
author = {Hardin, Carlette Jackson},
keywords = {Higher Education ; Adult Basic Education ; Adult Learning ; Adult Students ; Barriers ; Performance Factors ; Transitional Programs ; Developmental Studies Programs ; Intervention ; Change Strategies ; Adult Education ; Higher Education;},
}

@article{Murtaugh1999,
  title={Predicting the retention of university students},
  author={Murtaugh, Paul A and Burns, Leslie D and Schuster, Jill},
  journal={Research in higher education},
  volume={40},
  number={3},
  pages={355--371},
  url={https://link.springer.com/article/10.1023/A:1018755201899},
  year={1999},
  publisher={Springer}
}

@article{House2000,
  title={Academic background and self-beliefs as predictors of student grade performance in science, engineering and mathematics},
  author={House, J Daniel},
  journal={International Journal of Instructional Media},
  volume={27},
  number={2},
  pages={207},
  url={https://search.proquest.com/docview/204274271},
  year={2000},
  publisher={Dr. Phillip J. Sleeman}
}

@article{Tsui2007,
  title={Effective strategies to increase diversity in STEM fields: A review of the research literature},
  author={Tsui, Lisa},
  journal={The Journal of Negro Education},
  pages={555--581},
  url={www.jstor.org/stable/40037228},
  year={2007},
  publisher={JSTOR}
}

@article{Lee2008,
  title={Predicting performance of first year engineering students and the importance of assessment tools therein},
  author={Lee, Stephen and Harrison, Martin C and Pell, Godfrey and Robinson, Carol L},
  journal={engineering education},
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  number={1},
  pages={44--51},
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  year={2008},
  publisher={Taylor \& Francis}
}

@article{Benn1994,
  title={Participation and the mathematics deterrent},
  author={Benn, Roseanne and Burton, Rob},
  journal={Studies in the Education of Adults},
  volume={26},
  number={2},
  pages={236--249},
  url={https://doi.org/10.1080/02660830.1994.11730608},
  year={1994},
  publisher={Taylor \& Francis}
}

@article{Tariq2002,
  author = { Vicki N. Tariq },
  title = {A decline in numeracy skills among bioscienceunder graduates},
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  number = {2},
  pages = {76-83},
  year  = {2002},
  publisher = {Routledge},
  doi = {10.1080/00219266.2002.9655805},
  url = { https://doi.org/10.1080/00219266.2002.9655805},
}

@article{Robinson2003,
author = {Mike Robinson},
title ={Student Enrollment in High School AP Sciences and Calculus: How does it Correlate with STEM Careers?},
journal = {Bulletin of Science, Technology \& Society},
volume = {23},
number = {4},
pages = {265-273},
year = {2003},
url = {https://doi.org/10.1177/0270467603256090}
}

@article{Kitchen1999,
author = {Kitchen, Ann},
title = {The Changing Profile of Entrants to Mathematics at A Level and to Mathematical Subjects in Higher Education},
journal = {British Educational Research Journal},
volume = {25},
number = {1},
pages = {57-74},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1080/0141192990250105},
year = {1999}
}

@article{Moses2011,
author = {Laurie   Moses  and  Cathy   Hall  and  Karl   Wuensch  and  Karen   De Urquidi  and  Paul   Kauffmann  and  William   Swart  and  Steve   Duncan  and  Gene   Dixon },
title = {Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?},
journal = {The Journal of Psychology},
volume = {145},
number = {3},
pages = {229-245},
year  = {2011},
publisher = {Routledge},
url = {https://doi.org/10.1080/00223980.2011.557749}
}

@article{Faulkner2010,
  author = {Faulkner, Fiona and Hannigan, Ailish and Gill, Olivia},
  title = {Trends in the mathematical competency of university entrants in Ireland by leaving certificate mathematics grade},
  journal = {Teaching Mathematics and its Applications: An International Journal of the IMA},
  volume = {29},
  number = {2},
  month = {Jun},
  pages = {76--93},
  url = {https://doi.org/10.1093/teamat/hrq002},
  year = {2010}
}

@article{Burton1987,
author={Burton, Leone},
title={From failure to success: Changing the experience of adult learners of mathematics},
journal={Educational Studies in Mathematics},
year={1987},
month={Aug},
day={01},
volume={18},
number={3},
pages={305--316},
issn={1573-0816},
url={https://doi.org/10.1007/BF00386200}
}

@article{Klinger2011,
  author={Klinger, Christopher M},
  title={`Connectivism': A New Paradigm for the Mathematics Anxiety Challenge?},
  journal={Adult Learning Mathematics: An International Journal},
  volume = {6},
  number = {1},
  pages={7--19},
  month={Feb},
  url={https://eric.ed.gov/?id=EJ1068259},
  year={2011}
}

@book{Bandura1997,
  title     = {Self-Efficacy: The Exercise of Control},
  publisher = {Macmillan},
  year      = {1997},
  author    = {Bandura, A}
}

@article{Pajares1994,
  author={Pajares, Frank and Miller, M. David},
  title={Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.},
  journal={American Psychological Association},
  volume={86},
  number={2},
  pages={193--203},
  url={http://dx.doi.org/10.1037/0022-0663.86.2.193},
  year = {1994}
}

@article{Pajares1996,
  author={Pajares, Frank},
  title={Self-Efficacy Beliefs in Academic Settings},
  journal={Review of Educational Research},
  volume={66},
  number={4},
  pages={543--578},
  url={https://doi.org/10.3102/00346543066004543},
  year = {1996}
}

@article{Pajares1997,
author = { Frank   Pajares  and  M.   David   Miller },
title = {Mathematics Self-Efficacy and Mathematical Problem Solving: Implications of Using Different Forms of Assessment},
journal = {The Journal of Experimental Education},
volume = {65},
number = {3},
pages = {213-228},
year  = {1997},
publisher = {Routledge},
url = {https://doi.org/10.1080/00220973.1997.9943455}
}

@article{Pajares1999,
title = {Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students},
journal = {Contemporary Educational Psychology},
volume = {24},
number = {2},
pages = {124 -- 139},
year = {1999},
issn = {0361-476X},
url = {https://doi.org/10.1006/ceps.1998.0991},
author = {Frank Pajares and Laura Graham}
}

@book{McGivney1996,
  title     = {Staying or Leaving the Course: Non-Completion and Retention of Mature Students in Further and Higher Education},
  publisher = {National Institute of Adult Continuing Education},
  year      = {1996},
  author    = {McGivney, Veronica}
}

@article{Hackett1989,
 ISSN = {00218251, 19452306},
 URL = {http://www.jstor.org/stable/749515},
 abstract = {This study investigated the relationship between mathematical performance and mathematics self-efficacy, attitudes toward mathematics, and the choice of mathematics-related majors by 153 college women and 109 college men. Mathematics performance was correlated moderately with mathematics self-efficacy. No support was found for Hackett and Betz's (1981) hypothesis that women's mathematics self-efficacy expectations are unrealistically low compared to men's. Both mathematics performance and mathematics self-efficacy were significantly and positively correlated with attitudes toward mathematics, masculine sex-role orientation, and a mathematics-related major. Regression analyses supported the superiority of mathematics self-efficacy over mathematics performance and achievement variables in predicting the choice of a mathematics-related major.},
 author = {Gail Hackett and Nancy E. Betz},
 journal = {Journal for Research in Mathematics Education},
 number = {3},
 pages = {261--273},
 publisher = {National Council of Teachers of Mathematics},
 title = {An Exploration of the Mathematics Self-Efficacy/Mathematics Performance Correspondence},
 volume = {20},
 year = {1989}
}

@Inbook{Volmink1994,
author={Volmink, John},
editor={Lerman, Stephen},
title={Mathematics by All},
bookTitle={Cultural Perspectives on the Mathematics Classroom},
year={1994},
publisher={Springer Netherlands},
address={Dordrecht},
pages={51--67},
isbn={978-94-017-1199-9},
url={https://doi.org/10.1007/978-94-017-1199-9_4}
}

@phdthesis{Miller2006,
  title={Affective change in adult students in second chance mathematics courses: Three different teaching approaches},
  author={Miller-Reilly, Barbara Joy},
  year={2006},
  school={ResearchSpace@ Auckland}
}

@article{Klinger2006,
  title={Challenging negative attitudes, low self-efficacy beliefs, and math-anxiety in pre-tertiary adult learners},
  author={Klinger, Christopher M},
  journal={Connecting voices: Practitioners, researchers \& learners in adult mathematics and numeracy},
  pages={164--171},
  year={2006}
}

@inproceedings{Klinger2008,
  title={On mathematics attitudes, self-efficacy beliefs, and math-anxiety in commencing undergraduate students},
  author={Klinger, Christopher M},
  booktitle={Crossing Borders-Research, Reflection and Practice in Adults Learning Mathematics. Proceedings of the 13th international conference on Adults Learning Mathematics},
  pages={88--97},
  year={2008}
}

@inproceedings{Carmichael2006,
  title={Identifying at-risk students: is it possible in a tertiary preparation course for adults?},
  author={Carmichael, Colin S and Dunn, Peter K and Taylor, Janet A},
  year={2006},
  organization={MERGA}
}

@inproceedings{Godden1993,
  title={Identified problems impeding effective evaluation of tertiary bridging mathematics programs},
  author={Godden, G and Pegg, J},
  booktitle={Proceedings of the Sixteenth Annual Conference of the Mathematics Education Research Group of Australasia (MERGA)},
  year={1993},
  pages={297--302},
}

@article{Carmichael2005,
  title={Analysis of student beliefs in a tertiary preparatory mathematics course},
  author={Carmichael, Colin and Taylor, Janet A},
  journal={International Journal of Mathematical Education in Science and Technology},
  volume={36},
  number={7},
  pages={713--719},
  url={https://doi.org/10.1080/00207390500271065},
  year={2005},
  publisher={Taylor \& Francis}
}

@article{Taylor2006,
  title={Mathematics for maths anxious tertiary students: Integrating the cognitive and affective domains using interactive multimedia},
  author={Taylor, Janet A and Galligan, Linda},
  journal={Literacy and numeracy studies},
  volume={15},
  number={1},
  pages={23},
  url={https://epubs.scu.edu.au/tlc_pubs/126/},
  year={2006}
}

@incollection{Mohandas2003,
  title={Evaluation and accountability in Asian and Pacific countries},
  author={Mohandas, Ramon and Wei, Meng Hong and Keeves, John P},
  booktitle={International handbook of educational research in the Asia-Pacific region},
  pages={107--121},
  year={2003},
  publisher={Springer}
}

@bok{Tyler1949,
  title={Basic principles of curriculum and instruction},
  author={Tyler, Ralph W},
  year={1949},
  publisher={University of Chicago Press}
}

@article{Benavot1992,
  title={Curricular content, educational expansion, and economic growth},
  author={Benavot, Aaron},
  journal={Comparative education review},
  volume={36},
  number={2},
  pages={150--174},
  year={1992},
  publisher={University of Chicago Press}
}

@techreport{Chubb2012,
  title={Mathematics, engineering \& science in the national interest},
  author={Chubb, Ian William and Findlay, Claire and Du, Lucy and Burmester, Bill and Kusa, Laura},
  institution={Australian Office of the Chief Scientist},
  url={ http://www.chiefscientist.gov.au/ 2012/05/mes-report/},
  year={2012}
}

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repository: ringmail/ringmail-backend

repo_name: ringmail/ringmail-backend


text:
@article{verleyen_measuring_2015,
 abstract = {MOTIVATION: Network-based gene function inference methods have proliferated in recent years, but measurable progress remains elusive. We wished to better explore performance trends by controlling data and algorithm implementation, with a particular focus on the performance of aggregate predictions.
RESULTS: Hypothesizing that popular methods would perform well without hand-tuning, we used well-characterized algorithms to produce verifiably 'untweaked' results. We find that most state-of-the-art machine learning methods obtain 'gold standard' performance as measured in critical assessments in defined tasks. Across a broad range of tests, we see close alignment in algorithm performances after controlling for the underlying data being used. We find that algorithm aggregation provides only modest benefits, with a 17% increase in area under the ROC (AUROC) above the mean AUROC. In contrast, data aggregation gains are enormous with an 88% improvement in mean AUROC. Altogether, we find substantial evidence to support the view that additional algorithm development has little to offer for gene function prediction.
AVAILABILITY AND IMPLEMENTATION: The supplementary information contains a description of the algorithms, the network data parsed from different biological data resources and a guide to the source code (available at: http://gillislab.cshl.edu/supplements/).},
 author = {Verleyen, W. and Ballouz, S. and Gillis, J.},
 doi = {10.1093/bioinformatics/btu715},
 file = {Full Text:C\:\\Users\\sballouz\\Zotero\\storage\\8LAUWX65\\Verleyen et al. - 2015 - Measuring the wisdom of the crowds in network-base.pdf:application/pdf},
 issn = {1367-4811},
 journal = {Bioinformatics (Oxford, England)},
 keywords = {Algorithms, Computational Biology, Databases, Protein, Gene Regulatory Networks, Humans, Metabolic Networks and Pathways, Models, Genetic, Proteins, Software},
 language = {eng},
 month = {March},
 number = {5},
 pages = {745--752},
 pmid = {25359890},
 title = {Measuring the wisdom of the crowds in network-based gene function inference},
 volume = {31},
 year = {2015}
}

repository: sarbal/academic-kickstart

repo_name: sarbal/academic-kickstart


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