24 lack prior knowledge
, which can lead students to feel behi nd in the ir current class. Fourth, when students are not asking questions
, they must have a reason for doing so. Whether it i s due to intimidation, shyness, or just being uncomfortable in class, not asking questions hinder s students from completely under standing mathematics concepts. Lastly, struggle s seemed to occur as a result of students not paying attention. Whether this distraction is due to a diagnosed attention disorder or just trouble paying attention, distracted students often miss steps, tire easily, and los e their place when working through mathematics problems. These struggles then lead to the presence of mathematics anxiety, a term
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Symptoms of
Mathematics
Anxiety
Alexander (2010) found mathematics a nxieties could present in the form of cognitive, affective , or behavioral a nxi ety. When a student experience s cognitive anxiety, they beg i n to develop negative thoughts about themselves succeeding in mathematics , express high negative emotions, show signs of worry, poor concen tration, and confusion during class time, and often expres s to others how badly they perform in mathematics . While this anxiety often has negative effects on mathematics success and achievement, a small amount of worry or concern can actually motivate stu dents to try harder.
Affective anxiety
, however, attack s the student in other manners that d o not revolve around the ability to perform mathematics . Students with these symptoms develop ed nervous tendencies and high levels of tensions, especially in mathematics testing conditions. Other reactions include uncontrollable sweating, surging of energy, urinating constantly, increasing of blood pressure and heart rate, and displaying a need to drink lots
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People are not born bad at mathematics .
Mathematics
phobia s can develop when teachers put too much emphasis on the memorization and application of formula s and step
-
by
-
step procedures, do not make connection s between how students p erform and their self
-
esteem in mathematics , or whe n individual learning needs are not considered (Dodd, 1992)
.
Just because students have mathematics anxiety, this is not an
27
indication of low mathematic al ability
. A very competent student who experiences mathematics anxiety struggles due to the fact that their “ability is hidden by anxiety” (Fiore, 1999).
Once
mathematic al anxiety symptoms have been identified, educators and parents must find ways to eliminate mathematic al myths and misconce ptions about the learning of mathematic s. It would seem these misconceptions w ill eventually die out with the increase of new mathematic al jobs, a growing technological world, and a new generation of learners; however, common misconceptions continue to gu ide students down educational paths unintended to hinder their potential. These m isconceptions must be
Haney, Craig; Zimbardo, Philip. American Psychologist, Jul98, Vol. 53 Issue 7, p709, 19p, 2 Black and White Photographs,
Bibliography 3rd edition Psychology (Bernstein-Stewart, Roy, Srull, & Wickens) Houghton Mifflin Company Boston, Massachusetts 1994
Grigorenko, Elena L., et al. "Bringing a Developmental Perspective to Anxiety Genetics." Development and psychopathology 24.4 (2012): 1179-93. ProQuest. Web. 23 Feb. 2014.
Frequent urination results from the body trying to excrete the excess glucose and thirst follows as dehydration sets in. Hunger, fatigue, mental fogginess, irritability, and mood changes result from a deficiency in ATP as the body cannot produce enough purely through fat metabolism via ketones. Acetone breath quickly follows as the body starts to upregulate fat metabolism in an attempt to use ketones for ATP production. This metabolic pathway creates various ketones, but one ketone acetone, is toxic and is excreted via the lungs. It can be detected as a “fruity” odor in the breath. This upregulation of fat metabolism creates a crisis known as diabetic ketoacidosis which can lead to a coma or even death (Harvey, 2012). Another life threatening acute symptom which is not as common in type 1 as type 2 diabetes is hyperglycemic hyperosmolar nonketonic syndrome or HHNS which can result in serious consequences such as a coma or even death. It is caused by increasing blood sugar and dehydration without the presence of ketones (Harvey, 2012). It can be caused by severe infection, severe illness, and medications that reduce glucose tolerance and increase fluid loss (Harvey, 2012). The various acute symptoms of type 1 diabetes are just as deadly as the long term effects of poor blood sugar
... anxiety and it is not a negatively-adapted trait, but rather an instinct that can sometimes seem primitive in such an advanced culture. Reading this article did not provide me with any new approaches to dealing with my anxiety, but the statistic about the disorder’s prevalence on page 56 helped me to feel less alone. Before reading Park’s article, I had never really considered the possibility that anxiety could have positive results or an evolutionary basis intended to improve the chances of survival. For those with anxiety looking for alternative methods of alleviating those feelings or a deeper understanding of the sources of their anxiety, this article may prove a valuable read. People who do not have anxiety themselves could also benefit from reading this article, as it provides an accurate snapshot of the struggles a person suffering from anxiety experiences.
Whitbourne, S. K., & Haligan, R. P. (2013). Abnormal Psychology: Clinical Perspectives on Psychological Disorders, Seventh Edition. New York, NY: McGraw-Hill.
According to Sharp (2012), “anxiety disorders are the most widespread causes of distress among individuals seeking treatment from mental health services in the United States” (p359).
Anxiety is a feeling of tension associated with a sense of threat of danger when the source of the danger is not known. In comparison, fear is a feeling of tension that is associated with a known source of danger. I believe it is normal for us to have some mild anxiety present in our daily lives. Everyday that I can think of I have some kind of anxiety though out that day. Anxiety warns us and enables us to get ready for the ‘fight or flight’ response. However, heightened anxiety is emotionally painful. It disrupts a person's daily functioning.
Wood, S. Wood, E. Boyd, D. (2014). Mastering the World of Psychology. A. Chow(Ed.). Jersey, NJ: Text.
Leahy, R. L. (2008, April 30). How Big a Problem is Anxiety?. Psychology Today: Health, Help,
Beck, A. T., & Steer, R. (1993). Beck Anxiety Inventory 1993 Edition. Retrieved from EBSCOhost.
Everything suddenly becomes unfamiliar and I’m no longer comfortable in my own skin. I’m absolutely terrified and unable to collect thoughts properly. Tormenting-thoughts shoot left and right through my brain and after each hit I find my heart beating faster by the second. My chest becomes tight and it is hard to breathe. I’m paralyzed with fear; it is impossible to find the right words to say, and I have a sudden aura of loneliness. I am having a panic attack.
If you have ever been tense before an exam, a date, or a job interview, you have some idea of what anxiety feels like. Increased heart rate, sweating, rapid breathing, a dry mouth, and a sense of dread are common components of anxiety. But episodes of modern anxiety are a normal part of the life for most people. But what anxiety is so intense and long lasting that it impairs a person’s daily functioning is called an anxiety disorder. It is a general term for several disorders that cause apprehension, nervousness, fear, and worrying. These disorders affect how we feel and behave, and they can manifest real physical symptoms. Mild anxiety is vague and unsettling, while severe anxiety can be extremely debilitating, having a serious impact on daily life.
The difference between normal worrying and generalized anxiety disorder are the accompanying symptoms as well as the length of time the worrying persists. To occasionally torment oneself with or suffer from distressing thoughts is classified as normal worrying. The symptoms of worrying may vary, but most people experience disturbed feelings and the mental fatigue of being overly concerned with a circumstance. On the other hand, with generalized anxiety disorder (GAD) one experiences excessive anxiety under most circumstances, expecting the worst even when there is no obvious or visible reason for concern. The symptoms are being agitated, on edge, easily tired, having difficulty concentrating, muscle tension, and issues with sleep. GAD usually develops during childhood or the adolescent years and the symptoms last as long as six months as opposed to normal worrying which dissipates in a much shorter length of time. (Word count: 141)
National Institute of Mental Health. (2009). Studying anxiety disorders. NIH Medline plus, 5, 13-15. Retrieved from http://www.nimh.nih.gov/health/publications/anxiety-disorders/complete-index.shtml