How Can Math Anxiety Be Reduced - Coursework Example

Introduction Mathematics is a subject that remains to scare many learners who often have poor performance in the subject. Math anxiety in definition refers to negated emotions which deter solving of mathematical calculations and problems. This phenomenon can be detrimental to a point where a learner may avoid math classes and situation which may require mathematics. This phenomenon sometimes progress past school level and has been associated with poor financial planning or miscalculated dosages by nurses. In most cases, math anxiety has been attributed to gender where females generally perform poorly in Mathematics and related subjects but generally the anxiety cuts across all gender. The anxiety also is not limited to a minority group but impacts same effect across continents. The Program for International Student Assessment (PISA) identifies that higher level of anxiety significantly correlates to less proficiency in math (Furner & Duffy, 2002). It is estimated that in the US, 25 percent of four-year college students and close to 80 percent of community college students are victims of average to extreme degrees of math anxiety (Furner & Duffy, 2002). The far-flung nature of math anxiety calls for understanding on emergence, source and means to alleviate it. This understanding allows for ways and means to solve the problem. Sources have identified the bulging level of anxiety dating back in the 20th century. Tobias (Tobias & Weissbrod, 1980) describes math anxiety as “the panic, helplessness, paralysis and mental disorganization that arises among some people when they are required to solve a mathematics problem”. This phobia generally results from poor handling of the subject in schools as well as negative peer influence. This paper will generally look into means and methods through which math anxiety can be reduced. Causes of math anxiety Several factors have been attributed to math anxiety across the learners divide around the world. In a more general perspective, learners who perform poorly in a math test get discouraged and generate a cold affection to the subject. In the same regard, this may generate a more or less general involuntariness to complete tasking math assignments. It has also been argues that negative predisposition of parents and consequently Mathematics teachers play a fundamental role in emergence of math anxiety among learners. According to Furner & Duffy (2002) parents and teachers who have math phobia may involuntarily pass it on to learners. Parents and teachers influence especially those among them who performed poorly in mathematics or think that mathematics is not important may influence their children negatively and hence contribute significantly to math anxiety. In some instances, when parents seem to do well in socio-economic circles and especially when they disregarded mathematics in their schooling days may influence their children into brushing aside performance in the subject. Mathematics teachers have a lot to play in a learner’s perception towards the subject. They carry the greatest temptation to provoking math anxiety among their students. Some students especially those who are slow learners may require pronounced attention including extra tuition. If the teachers are unwilling to offer such extra assistance, the students may develop the anxiety. Such students require understanding that the teacher is willing and able to offer extra assistance in their areas of difficulties as regards to the subject. Steele & Alfred (1998) sourced out teaching method as a major factor in causing math anxiety. According to them, teaching mathematics could be rather boring if the teacher does not devise ways to make the subject intriguing and interesting. They argue that most teachers usually use the wrong methods of teaching mathematics which result to some of the weak students developing anxiety. Written exams which are administered by the end of a teaching period play a vital role in developing math anxiety in students who perform poorly in the subject. (AERO294, 2013) This graph is indicative of the trend in anxiety levels in particular topics in mathematics. The pattern is common in any particular mathematics class and demonstrates interplay of many factors associated with math anxiety. Gender bias is another factor that consistently shows up whenever math anxiety comes into question. As Jackson & Leffingwell (1999) identify, many teachers create a notion that female students generally cannot perform well in mathematics. Such ideologies generally give reason for female students to give up easily. In the same regard teachers show more willingness in assisting male students than female students. Some circumstances also prove support to math anxiety (Jackson & Leffingwell, 1999). For instance, the emphasis on speed in calculations causes nervousness and errors which may demotivate learners due to non-performance. This requires denouncing in and development of better testing skills in elementary and college level studies. A conglomerate of these and other factors continue to threaten performance in mathematics and require a well laid plan to counter. Role of schools in reducing math anxiety The role of schools in reducing math anxiety squarely rest on the shoulders of the teacher. The school has less to do other than reviewing the curriculum and administrative figures in an attempt to curb math anxiety. As mentioned earlier, a teacher has to respect and accept that no student is superior to the other and that all students have the right to study mathematics. The teacher should show interest in teaching as it has been shown that students internalize conspicuous interest and ebullience of their instructor (Jackson & Leffingwll, 1999). The teacher on the other hand plays a key role in his or her delivery of mathematics to students. He is supposed to show enthusiasm of the subject so that in turn the students get motivated to study the content taught. The teacher should also empathize with the students recollecting the struggles he underwent to understand new concepts (Schwartz, 2000). He requires comprehending that students take time to internalize concepts. He must show tolerance. Giving up in trying to aid students to achieve should be his last resort. He requires offering specific examples applications of mathematics. The teacher is required to go through in detail the primary mathematics skills together with the students. Students require tackling the simple before advancing to the demanding problems. Studying mathematics is a hierarchy process. Each step depends on another one. It is advisable that a teacher advances from simple to complex problems (Schwartz, 2000). Mathematics is considered to be a language. It’s imperative for the learner to have a support system from home or at school. Such a system offers encouragement and may also help in explaining concepts to the learner in a language that may be more understandable. Test-taking skills may enable to mitigate test anxiety and consequently poor performance in mathematics. The teacher should develop means to notice manifestations of such anxiety through learners glazed eyes, sweating and rigid posture. Furner & Duffy (2002) explains that incorporating writing in mathematics test can also help in reducing anxiety. Many learners have the perception that mathematics is purely calculations a thing that freaks out many. Encouraging writing problems could ease this tension and help in reducing anxiety. As mentioned, teachers should understand that handling female and male students in equal measure to avoid creating a biased perception of non-performance in female students. Role of parents in reducing math anxiety Parents have a sizeable part to play in alleviating math anxiety among their children. As mentioned earlier, parent’s socio-economic positions should not be allowed to influence their children take in regard to mathematics. Parents should let their children have an uninfluenced and independent decision in regard to their take on the subject (Furner & Duffy, 2002). Regardless of whether the parents were poor performers or had no particular interest in the subject during their schooling days, the learners should be left to decide on their fate in regard to performance in mathematics (Furner & Duffy, 2002). Parents should also be ready to give required moral support to the learners and encourage those who may have difficulties in the subject. This act of encouragement motivates the learner and gives them hope not to give up even when they may have profound difficulties in the subject. Persistence of encouragement from peers and from home gives the learner a reason to just keep on trying and working hard and eventually they bear fruits. Some parents scold at their children who may have difficulties in performing in mathematics (Furner & Duffy, 2002). Disregarding moral support is a phenomenon that breaks heart and discourages a learner and parents should always avoid such. Learners who have difficulties in performing in mathematics may require extra tuition and coaching. Parents should be ready to offer any financial requirements for extra tuition from trained or non-trained teachers (Furner & Duffy, 2002). They should always encourage their children through availing of required assistance in monetary terms if such may be deemed important. Unwavering support is a motivation that gives a reason to the learner to just keep on moving on until they achieve their goals and objectives. Conclusion Math anxiety significantly contributes to poor performance in mathematics among learners across the world. There are many factors that contribute to math anxiety including teacher biasness and poor teaching practices, parent stereotyping, peer influence and misguided individual lack of interest and support. It is paramount to understand the causes and solution to this vice to avoid the long term effect that it could impact on society. The involvement of teachers, parents and learners as well cannot be overemphasized. All have a major role to play in curbing math anxiety. Summary of main ideas Math anxiety in definition refers to negated emotions which deter solving of mathematical calculations and problems Several factors have been attributed to math anxiety across the learners divide around the world Mathematics teachers have a lot to play in a learner’s perception towards the subject. The role of schools in reducing math anxiety squarely rest on the shoulders of the teacher. Parents have a sizeable part to play in alleviating math anxiety among their children. References AERO294. (2013). 43 Life Lessons from Math. Retrieved from http://aero924.wordpress.com/2013/02/22/43-life-lessons-from-math/ Furner, J. M. & Duffy, M. L. (2002). Equity for all students in the new millennium: Disabling math anxiety. Intervention in School & Clinic, 38(2), 67-75. Jackson, C. D. & Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583-587. Steele, D. F. & Alfred, A. A. (1998). Lowering anxiety in the math curriculum. Education Digest, 63(7), 18-24. Tobias, S. & Weissbrod, C. (1980). Anxiety and mathematics: an update. Harvard Educational Review, 50(1), 63-70. Note Taking. Student name: Thesis Statement: Reducing math anxiety Introduction : Background information: affect many learners’ performance in school and after school Definition: fear or phobia to non-performance in mathematics caused by many factors; teachers, parents, curriculum, peer influence, individual contribution Hook: Detrimental in school performance Affecting performance life activities Thesis statement: Research focus on reducing math anxiety Read More

It has also been argues that negative predisposition of parents and consequently Mathematics teachers play a fundamental role in emergence of math anxiety among learners. According to Furner & Duffy (2002) parents and teachers who have math phobia may involuntarily pass it on to learners. Parents and teachers influence especially those among them who performed poorly in mathematics or think that mathematics is not important may influence their children negatively and hence contribute significantly to math anxiety.

In some instances, when parents seem to do well in socio-economic circles and especially when they disregarded mathematics in their schooling days may influence their children into brushing aside performance in the subject. Mathematics teachers have a lot to play in a learner’s perception towards the subject. They carry the greatest temptation to provoking math anxiety among their students. Some students especially those who are slow learners may require pronounced attention including extra tuition.

If the teachers are unwilling to offer such extra assistance, the students may develop the anxiety. Such students require understanding that the teacher is willing and able to offer extra assistance in their areas of difficulties as regards to the subject. Steele & Alfred (1998) sourced out teaching method as a major factor in causing math anxiety. According to them, teaching mathematics could be rather boring if the teacher does not devise ways to make the subject intriguing and interesting.

They argue that most teachers usually use the wrong methods of teaching mathematics which result to some of the weak students developing anxiety. Written exams which are administered by the end of a teaching period play a vital role in developing math anxiety in students who perform poorly in the subject. (AERO294, 2013) This graph is indicative of the trend in anxiety levels in particular topics in mathematics. The pattern is common in any particular mathematics class and demonstrates interplay of many factors associated with math anxiety.

Gender bias is another factor that consistently shows up whenever math anxiety comes into question. As Jackson & Leffingwell (1999) identify, many teachers create a notion that female students generally cannot perform well in mathematics. Such ideologies generally give reason for female students to give up easily. In the same regard teachers show more willingness in assisting male students than female students. Some circumstances also prove support to math anxiety (Jackson & Leffingwell, 1999).

For instance, the emphasis on speed in calculations causes nervousness and errors which may demotivate learners due to non-performance. This requires denouncing in and development of better testing skills in elementary and college level studies. A conglomerate of these and other factors continue to threaten performance in mathematics and require a well laid plan to counter. Role of schools in reducing math anxiety The role of schools in reducing math anxiety squarely rest on the shoulders of the teacher.

The school has less to do other than reviewing the curriculum and administrative figures in an attempt to curb math anxiety. As mentioned earlier, a teacher has to respect and accept that no student is superior to the other and that all students have the right to study mathematics. The teacher should show interest in teaching as it has been shown that students internalize conspicuous interest and ebullience of their instructor (Jackson & Leffingwll, 1999). The teacher on the other hand plays a key role in his or her delivery of mathematics to students.

He is supposed to show enthusiasm of the subject so that in turn the students get motivated to study the content taught. The teacher should also empathize with the students recollecting the struggles he underwent to understand new concepts (Schwartz, 2000). He requires comprehending that students take time to internalize concepts. He must show tolerance.

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