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Narrative Reportby Ursalailyn1 INTRODUCTION In the literature, many variables have been determined to provide large effects on mathematics achievement. Of these variables, mathematics anxiety is explained as one of the most significant reasons preventing mathematics achievement. Richardson and Suinn (1972) define mathematics anxiety as a feeling of stress and fear that prevent mathematical problem-solving and calculation in a wide range of regular life and academic occasions. While Aiken (1976) defines mathematics anxiety as an attitude towards mathematics, Lazarus (1974) defines it as a fear state that individuals feel when they encounter mathematics subjects. Although Baloglu (1999) states that there is no concencus on the nature of anxiety, Byrd (1982) identifies it as a fear state experienced by the individual when he/she encounters mathematics. There is a common agreement on the classification of anxiety. It has two different components-trait anxiety and state anxiety. While the individuals with trait anxiety are relatively determined, the ones with state anxiety are limited with "temporary emotional conditions." Hence, mathematics anxiety is an state anxiety that exists during specific occasions. Bessant (1995) indicates that mathematics anxiety shows a multi-dimensional structure and contains three dimensiions. These dimensions are: 1) mathematics exam anxiety, 2) numeric anxiety, and 3) abstraction anxiety. Hadeld and McNeil (1994) classify the reasons for

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