Wood (1988) pointed out that “mathematics anxiety is a complex construct and is difficult to define and even more difficult to measure” (p. 12). Nevertheless, several attempts have been made to assess mathematics anxiety. During this period, an awareness of anxiety about mathematics arose, and mathematics anxiety was being defined (e.g. Gough, 1954). Next, studies focused on assessing attitudes toward mathematics through surveys that included several variables such as state-trait anxiety, confidence, enjoyment, misconceptions, and attitudes toward mathematics (e.g., Dutton & Blum, 1968). The Turkish MARS was administered to a group which included 200 elementary students. In this group, there were 48 male  and 150 female. Two students did not report gender. Ages of the students ranged from 11 to 13. 

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