Math Anxiety: Myth or Monster?

Definition of Math Anxiety “Tobias and Weissbrod 1980 defined math anxiety as the panic, helplessness, paralysis, and mental disorganization that arises among some people when they are r

National Council of Teachers of

Mathematics

Orlando, Florida

Math World:

New Standards for the New Millennium

National Council of Teachers of

State supported liberal arts institution Clarksville, Tennessee

Approximate enrollment of 6500

students

Approximately 50% of the student

body is greater than 24 years of age.

Definition of Math Anxiety

“Tobias and Weissbrod (1980) defined math anxiety as the panic, helplessness, paralysis, and mental disorganization that arises among some people when they are required to solve a mathematical problem.”

Fiore, 1999

Definition of Math Anxiety

Robinson and Simone (1976) defined math anxiety as “feelings of tension and

anxiety that interfere with the manipulation of numbers and the solving of problems in a wide variety or ordinary life and academic situations.”

Definition of Math Anxiety

Math anxiety is a learned emotional response to one or more of the following:

1 Listening to a lecture

2 Participating in a math class

3 Working through problems

4 Discussing mathematics

http://www.lemoyne.edu/academic

_affairs_support_center/mathanx.htm

Physical Symptoms of Math Anxiety

queasy stomach, butterflies

clammy hands and feet

increased or irregular heartbeat

muscle tension, clenched fists

tight shoulders

Physical Symptoms of Math Anxiety

feeling faint, shortness of breath headache

shakiness dry mouth cold sweat, excessive perspiration

Psychological Symptoms of Math Anxiety

negative self-talk panic or fear worry and apprehension desire to flee the situation or avoid it altogether

a feeling of helplessness or inability to cope

Psychological Symptoms of Math Anxiety

mental disorganization, incoherent thinking feelings of failure or worthlessness

extreme tension and nervousness inability to recall material studied

Math Anxiety can be

Math Anxiety can be Related to

teaching techniques which emphasize:

 time limits

 the right answer

 speed in getting the answer

 competition among students

 working in isolation

 memorization rather than understanding

Math Anxiety can be Related to

student attitudes:

 dropped stitch concept

 distrust of intuition or ability

 negative self-talk

 giving up before really beginning

 depression and feelings of failure

 expectations of divine intervention

Causes of Math Anxiety

“Evidence suggests that math anxiety results more from the way the subject is presented than from the subject itself.” Greenwood

Causes of Math Anxiety

Few math classes are structured in such a way as to relieve anxiety There will always be time limits, right answers, and competition Reducing math anxiety will not make students ‘smarter’ in math However, it could allow a students to reach their full potential

Suggestions for Reducing Math

Anxiety

“Many people label mathematics as hard, when it would be more correct to say that learning mathematics is hard work.” Mitchell & Collins

Suggestions for Reducing Math Anxiety

Students are responsible for their feelings, attitudes, level of classroom and test

preparation The most effective thing a

student can do to reduce their math anxiety

is to

BE PREPARED.

Suggestions for Reducing Math Anxiety

Often, students with math anxiety need to be taught how to ‘be prepared.’

A teacher of mathematics not only is responsible for the instruction of

mathematical concepts, but is also responsible for helping students ‘learn to learn mathematics.’

Suggestions for Reducing Math Anxiety

Teachers can offer the following suggestions to students:

◊ Realize you are not alone Many people suffer from feelings of anxiety ◊ Realize that there can be psychological as well as physiological reactions

◊ Explore relaxation techniques to control the physiological reactions of math anxiety

Suggestions for Reducing Math Anxiety

◊ Do not rationalize your performance by thinking, “ “I was never good at math.”

What you were is not the same as what you can become.”

◊ Take an active role in learning ‘how to’ study mathematics by attending study skills workshops and reading study skills material

Suggestions for Reducing Math

Anxiety

◊ Practice mathematics every day Be willing

to spend many hours developing your

confidence in solving mathematical

problems.

◊ Focus on the successes you have

experienced in mathematics rather than the failures.

◊ Get to know your instructor so you will feel more comfortable in approaching her for

assistance outside the class.

Suggestions for Reducing Math Anxiety

◊ Do not try to merely survive a mathematics course through memorization alone UNDERSTANDING concepts is the key to successfully learning mathematics ◊ You cannot study ‘too much’ or ‘too often.’ Overlearn the test material to enable you to recall facts, formulas and procedures quickly

Suggestions for Reducing Math Anxiety

◊ Approach the learning

of mathematics prepared for the experience and DON’T GIVE UP.

Student Responsibilities

Students have responsibilities in their mathematics learning environment:

Students must understand that learning mathematics is time consuming

Students must understand they are responsible for their own learning

Students should appropriately prepare for class

Teaching to Diffuse Math

Fiore, 1999

Teaching to Diffuse Math

Anxiety

Create a comfortable, calm, non-threatening learning

environment

Demonstrate your caring for students’ feelings and learning

Encourage student to ask questions & be willing to answer any and all that arise

Teaching to Diffuse Math

Anxiety

Handle incorrect responses positively to encourage student involvement and to enhance confidence

Never make a student feel ‘stupid,’ deliberately or unintentionally.

Communicate your enjoyment of mathematics in your teaching

Teach for understanding, not just replication of the procedure demonstrated

Teaching to Diffuse Math

Anxiety

Do not prejudge a student’s ability or make assumptions about a student’s motivation, without exploring the background and/or life situation of the student

Encourage students to maximize their abilities to learn and not to give up

Persistence is as important for success as intelligence.

Teaching to Diffuse Math

Student Observations

“Teachers should be approachable, understanding, firm but fair.”

“Teachers should show they really care and want their students to learn.”

“Be comfortable with each individual student and show compassion.”

“Make the classroom a friendly place to be.”

“Encourage student interaction in study groups.”

Student Observations

“Be available to help us without making

us feel we should know the work already.”

“Don’t make students feel stupid for

asking questions.”

“Be open to questions Answer all

questions without appearing irritated.”

“Don’t ridicule students, or encourage

others to make fun of students for asking questions or working problems wrong.”

Student Observations

“Worry more about student understanding, than if you have covered the quota of material for the day.”

“Instructors should not overestimate or underestimate their students.”

“Instructors should be confident and exhibit a sound understanding of their subject matter.”

Student Observations

“Explain problems step by step.”

“Relating algebra concepts to arithmetic concepts, helps me to recall the correct steps.”

“Give examples that will be relevant outside the classroom.”

“If there is no familiar concept to relate the pieces of the math puzzle to, the result is fear, anxiety and failure.”