Review of Education, Volume 14, Issue 3, December 2026.Abstract Student tracking is widespread and has lasting relations with educational inequality. Tracking policies are usually centralised, but there is considerable school‐level variation in their implementation and design, with important implications for students.
Idit Fast, Yariv Feniger, Hila Amrami
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Integrating Social and Emotional Learning into Mathematics Education: A Multiple Case Study of JUMP Math's Approach to Creating Socially and Emotionally Supportive Learning Environments. [PDF]
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Impact of teacher teaching quality evaluation on the learning motivation of pre-service English teachers: a chain mediation analysis of school climate perception and academic anxiety. [PDF]
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Perceived Teacher Support Profiles and Students' Mathematics Engagement, Anxiety and Attitude: A Latent Profile Analysis. [PDF]
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The relation of spatial skills, spatial memory span, and two anxiety types with statistics anxiety in European and North American University students. [PDF]
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The Prospective Indirect Effect of Mathematics Interest in the Relationship Between Mathematics Anxiety and Self-Concept: A Two-Wave Longitudinal Study. [PDF]
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This study explores effects of teaching experience and specialized mathematics education on mathematics anxiety and mathematics teaching anxiety.
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The Relationship between Mathematics Teaching Anxiety and Mathematics Anxiety [PDF]
, 2011 The aim of this study is to examine the relationship between pre-service teachers' anxiety levels in relation to teaching of mathematics and their mathematics anxiety levels, as well as to determine gender differences in these two anxieties. A total of 316 pre-service teachers were involved in this study.
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Mathematics teaching anxiety may represent an important challenge during the transition from learning mathematics to teaching mathematics. Previous research suggests that mathematics anxiety and teaching self-efficacy are closely related to teachers’ emotional experiences; however, little is known about their prospective longitudinal relations during ...
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