英语翻译Many elementary teachers have been found to have high levels of mathematics anxiety but theimpact on student achievement was unknown.Elementary teachers (N = 692) completed themodified Mathematics Anxiety Rating Scale-Revised (Hopko,2003)

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英语翻译Many elementary teachers have been found to have high levels of mathematics anxiety but theimpact on student achievement was unknown.Elementary teachers (N = 692) completed themodified Mathematics Anxiety Rating Scale-Revised (Hopko,2003)

英语翻译Many elementary teachers have been found to have high levels of mathematics anxiety but theimpact on student achievement was unknown.Elementary teachers (N = 692) completed themodified Mathematics Anxiety Rating Scale-Revised (Hopko,2003)
英语翻译
Many elementary teachers have been found to have high levels of mathematics anxiety but the
impact on student achievement was unknown.Elementary teachers (N = 692) completed the
modified Mathematics Anxiety Rating Scale-Revised (Hopko,2003) along with a questionnaire
probing anxiety about teaching mathematics and current mathematics instructional practices.
Student mathematics achievement data were collected for the classrooms taught by the teachers.
A positive relationship was found between anxiety about mathematics and anxiety about teaching
mathematics.Increased student mathematics achievement was related to lower levels of anxiety
about teaching mathematics,but was not related to general anxiety about mathematics.Anxiety
about mathematics was positively related to more National Council of Teachers of Mathematics
(NCTM) Standards-based instructional practices.
许多小学教师已发现有高水平的数学焦虑,但对学生成绩的影响是未知的.小学教师(N = 692)完成了数学焦虑评定量表(Hopko,2003)的修改以及一个探讨数学教学和当前数学教学实践的焦虑的问卷调查.学生的数学成绩数据由授课教室的老师收集.数学焦虑和数学教学焦虑之间一个积极的关系被发现.学生数学成绩的提高降低了数学教学的焦虑水平,但与一般的数学焦虑无关.数学焦虑和更多的国家数学教师委员会（美国）基于标准的教学实践呈正相关.

英语翻译Many elementary teachers have been found to have high levels of mathematics anxiety but theimpact on student achievement was unknown.Elementary teachers (N = 692) completed themodified Mathematics Anxiety Rating Scale-Revised (Hopko,2003)
Many elementary teachers have beenfound to have high levels of mathematics anxiety but the impact on studentachievement was unknown. Elementary teachers (N = 692) completed the modifiedMathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaireprobing anxiety about teaching mathematics and current mathematicsinstructional practices. Student mathematics achievement data were collectedfor the classrooms taught by the teachers.A positive relationship was foundbetween anxiety about mathematics and anxiety about teaching mathematics.Increased student mathematics achievement was related to lower levels ofanxiety about teaching mathematics, but was not related to general anxietyabout mathematics. Anxiety about mathematics was positively related to moreNational Council of Teachers of Mathematics (NCTM) Standards-basedinstructional practices.
你的翻译:(括号内是我如你的更正)
许多小学教师已(被)发现(拥)有高水平的数学焦虑,但对学生成绩的影响(是未知的 改作: 却还个未知数).小学教师(N=692可以用”为数 692人”代替)完成了数学焦虑评定(修订)量表(Hopko,2003)的修改以及一个探讨数学教学和当前数学(教学 应改为: 指导性)实践的焦虑的问卷调查.学生的数学成绩数据由授课教室的老师收集.(发现了)数学焦虑和数学教学焦虑之间一个积极的关系(被发现 应放在前面).学生数学成绩的提高(与)降低了数学教学的焦虑水平(有关),但与一般的数学焦虑无关.数学焦虑和更多的国家数学教师委员会（美国）基于标准的(教学 改为指导性)实践呈正相关.

以下是特如你的更改版:
许多小学教师已被发现拥有高水平的数学焦虑,但对学生成绩的影响却还个未知数.小学教师(为数692人)完成了数学焦虑评定修订量表(Hopko,2003)的修改以及一个探讨数学教学和当前数学指导性实践的焦虑的问卷调查.学生的数学成绩数据由授课教室的老师收集.发现了数学焦虑和数学教学焦虑之间一个积极的关系.学生数学成绩的提高与降低了数学教学的焦虑水平有关,但与一般的数学焦虑无关.数学焦虑和更多的国家数学教师委员会（美国）基于标准的指导性实践呈正相关.

谢谢你的求助.(因我自己在私信里看了,所以回答比较快,下次要多一些时间才能完成.)
很希望会对你有帮助.若满意请采纳,谢谢你

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