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Mathematics anxiety research
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The book, Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy, written by Barbra Millis, defines math anxiety as “feelings of tension or anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations” (57). Deborah Russell claims math anxiety stems from an unpleasant experience with math (“How to Overcome Math Anxiety”), most likely, a student was taught a mathematical concept or formula, but didn’t understand the math behind it, causing the student to feel tense or stressed. The tension someone who suffers from math anxiety feels when he is presented with a math related problem affects his ability to think clearly, …show more content…
According to Burns, “timed tests do not measure what a child understands, but what they can recall” (Math: Facing an American Phobia 53). Giving students with a lack of skills who work slower than an average student also risks causing them to implement the incorrect practice or develop a negative attitude towards math (53).
If math anxiety continues to develop and is not dealt with, it can lead to depression, low self-esteem, and underperformance, according to Niels Kryger and Birte Ravn in their book Learning Beyond Cognition (223). In an article Deborah Russell wrote for ThoughtCo., she states six ways for students to overcome math anxiety: maintaining a positive attitude, asking questions, regularly practicing the material, don’t just read over class notes, actually do the math, hiring a tutor or a peer if need be, and be persistent (“How to Overcome Math
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Students assume they are incapable of understanding a concept because they do not understand it the way it was taught to them. In most cases, that is not true. There are several different learning styles as well as several different teaching styles so a tutor or a friend could approach the material better suited to a student’s learning style. Russell’s sixth and final strategy is to be persistent. The key to making this strategy successful is for students to understand that everyone makes mistakes, and that is okay as long as they learn from their mistakes. It is important for students to keep trying, even if they’re wrong a few times (“How to Overcome Math Anxiety”).
In addition to the teacher teaching concepts in a way most students can understand, Burns also claims the best way teachers can prevent and reduce math anxiety is to “immerse children in doing mathematics by involving them in activities, explorations, and experiments in which they use mathematics and, by doing so, learning mathematical concepts and skills” (69). Instead of standing in front of a class lecturing, math teachers could approach teaching with a hands-on approach. For example, a third teacher is teaching her students how to add
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Reys, R., Lindquist, M. Lambdin, D., Smith, N., and Suydam, M. (2001). Helping Children Learn Mathematics. New York: John Wiley & Sons, Inc.
The second part of this memo contains a rhetorical analysis of a journal article written by Linda Darling-Hammond. Interview The following information was conducted in an interview with Diana Regalado De Santiago, who works at Montwood High School as a mathematics teacher. In the interview, Regalado De Santiago discusses how presenting material to her students in a manner where the student actually learns is a pivotal form of communication in the field (Personal Communication, September 8, 2016).
Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91(1), 175-189.
A math equation can sometimes be intimidating. I am running through the hallway, nearly exposed. I have books covering parts of my body. I sometimes get to the office for my schedule. When I arrive to the office for the list, the math class is missing. This used to be my recurring dream in high school. Math does not have to be scary. I recognized that I associated fear with a dislike for mathematics. It easy to tell, I did not like mathematics. When I reached the grade that required certain math classes to graduate, I finally realized I needed support. I knew I had to break my shyness and ask someone to tutor me. I broke my reservation and got a tutor. She was a college student named Sandy. According to H. Goetz (2016),
Reys, R., Lindquist, M., Lambdin, D., Smith, N., & Suydam, M. (2001). Helping children learn mathematics. New York, NY: John Wiley & Sons, Inc.
In this interview I conducted with my host teacher at Benton STEM Elementary, I talked about the various ways that she explores strategies inside her classroom for how students are provided access to mathematical learning experiences. My host teacher has been teaching elementary education for eleven years now and is currently teaching 2nd grade. Talking with her about the various methods that she uses in the classroom really informed me of how I want to teach as a future educator. When conducting the interview, we talked from the differentiation practices that she uses in her classroom when teaching mathematics. I will be connecting this interview to chapter 5 by Jo Boaler that I read on tracking in the mainstream classroom and how students mathematical abilities are affected by this.
What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After analyzing his research, I can say as an aspiring Mathematics teacher myself, there are some positive aspects to his newfound teaching methods, as well as some questions of concern that I have pertaining the longevity of this approach to teaching.
Wu, Y. (2008). Experimental Study on Effect of Different Mathematical Teaching Methodologies on Students’ Performance. Journal of Mathematics Studies. Vol 1(1) 164-171.
...occupying their minds with irrelevant things that do not pertain to the task at hand (Vassilaki, 2006). Thus, their energy is wasted when it could be used for task elaboration or to help improve their overall academic performance. Students with academic anxiety are self engrossed and lead to their own academic demise. Test anxiety does not only affect a students performance on a test, but Huberty (2009) asserts that test anxiety overtime tends to contribute to more common underachievement. He describes the consequences of constant test anxiety including lowered self-esteem, reduced effort, and loss of desire to complete school tasks. Students who have academic anxiety also have a higher risk of developing depression, and often feel deprived of confidence (Cunningham, 2008). Thus, academic anxiety can become extreme, and have negative effects of students’ well being.
Breaking down tasks into smaller, easier steps can be an effective way to teach a classroom of students with a variety of skills and needs. In breaking down the learning process, it allows students to learn at equal pace. This technique can also act as a helpful method for the teacher to analyze and understand the varying needs of the students in the classroom. When teaching or introducing a new math lesson, a teacher might first use the most basic aspects of the lesson to begin the teaching process (i.e. teach stu...
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
Mathematics teachers teach their students a wide range of content strands – geometry, algebra, statistics, and trigonometry – while also teaching their students mathematical skills – logical thinking, formal process, numerical reasoning, and problem solving. In teaching my students, I need to aspire to Skemp’s (1976) description of a “relational understanding” of mathematics (p. 4). Skemp describes two types of understanding: relational understanding and instrumental understanding. In an instrumental understanding, students know how to follow steps and sequential procedures without a true understanding of the mathematical reasons for the processe...
One very important factor in every life is the education received as we mature. Education in all subjects is necessary to become a well-rounded individual. Even so, I feel that my subject area has more significance in one’s future because every person uses mathematics every day. Students need to understand why mathematics is important and why they will need it in the future. The way to do that is integrated into the views of the role of the teacher. Teachers need to be encouraging role models that provide students with safety, nurturing, and support in the classroom, along with providing excellent instruction by allowing students to explore and expand their minds in the content of mathematics. Teachers should set high expectations for all students and persuade the students to live up to those expectations. Along the same lines, teaching and learning are complementary concepts. Students need for the teacher to provide them with the knowledge that will be used not only in that class but also in their future endeavors. ...
Math is probably one of the only subjects that I have really struggled my whole life or more accurately, all my years being in school. Math has been such trouble and really challenging because I cannot really remember mathematical formulas and problem solving methods. It is actually a real struggle when taking a math test or exam, especially a final exam. Trying to remember all those methods and formulas, it makes it hard to think and focus on finishing up all the problems on time. Even though I am often am