An inquiry by Hardeep Dhami

Queen's University, Kingston, Ontario

Battling
M ath Anxiety
Reducing math anxiety and negative attitudes regarding math in the classroom

M ath anxiety has affected mathematics instruction and student

retention tremendously over the years. With the rise of 21st
century, educators are seeing techniques and strategies arising
everyday for new, improved ways of delivering the mathematics
curriculum. H owever, students are being robbed of these
innovations because of the feelings of helplessness and anxiety
they cannot avoid when being involved in mathematical
situations.
As seen below, the definitions of math anxiety have remained
consistent over the years. Students that experience this type of
anxiety feel anxious, nervous, helpless, and distressed when
required to think mathematically, either in school or in real life
situations. The ability to apply mathematical thinking becomes
difficult on- the- spot, and it is as if the mind shuts off. Students
with math anxiety may "lack full access to their working
memory, making it nearly impossible for them to think clearly.
They may even have this reaction when they know the answer-
it's the fear that is standing in the way, not the math." (Picha,
2018).

DEFINING MATH ANXIETY THROUGH THE YEARS

"[A] feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of
mathematical problems in ordinary life and academic situations" (Richardson & Suinn, 1972).

?The panic, helplessness, paralysis and mental disorganization that arises among some people when they
are required to solve a mathematics problem? (Tobias & Weissbrod, 1980).

"[F]eelings of apprehension and increased physiological reactivity when individuals deal with math, such
as when they have to manipulate numbers, solve mathematical problems, or when they are exposed to an
evaluative situation connected to math." (Luttenberger et al., 2018).

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 Hardeep Dhami | PME 898 | Queen's University
M ath anxiety affects stu-
dents across all grade levels.
Approximately 93% of adult
US- Americans indicate that they
experience some level of math
anxiety." (Luttenberger et al.,
2018, p.312). Studies completed
by the Programme for Interna-
tional Student Assessment (PISA)
found that "across the 34 par-
ticipating Organisation for Eco-
nomic Co- operation and De-
velopment (OECD) countries,
59% of the 15- to 16- year- old
students reported that they often
worry math classes will be diffi-
cult for them; 33% reported that
they get very tense when they
have to complete math home-
work; and another 31% stated
they get very nervous doing math
problems." (Luttenberger, 2018,
p.312). In a study by Blazer
(2011), it is stated that through a
compilation of research from
various sources, math anxiety is
most likely to begin around
fourth grade and peak in middle
Who is
Affected by
Math
Anxiety?
and secondary school (p.1).
Factors that Contribute to M ath
Anxiety
Research (Ciftci, 2019;
Luttenberger et al., 2018; Soni
& Kumari, 2017; Dowker,
Sarkar, & Looi, 2016) suggests
that math anxiety is most at-
tributed to the following factors:
- Course anxiety
- Application anxiety
- Computation anxiety
- Test anxiety
- Social anxiety
- Parental influence
- Teacher influence
The idea of math itself can spark
fear and helplessness in some
(course anxiety), but the fear of
having to apply learning and
perform calculations can also be
triggering (application and
computation anxiety). Others
may be afraid of getting the
wrong answer or are afraid of
not looking smart enough and
2
not understanding as quickly as
their peers (social anxiety). Be-
ing put on- the- spot to display
learning in mathematics through
drills, tests, and assessments may
also trigger negative thoughts
and attitudes around math (test
anxiety). H owever, teacher and
parent attitudes around mathe-
matics are also just as significant
in determining student achieve-
ment, success, and willingness to
persist in mathematics. "Parents?
own feelings about math are also
likely to influence the messages
they convey about math to their
children (Gunderson, Ramirez,
Levine, & Beilock, 2012)." (Soni
& Kumari, 2017, p.335). Fur-
thermore, "according to Ford,
Follmer, and Litz (1998), school
and family jointly foster a posi-
tive attitude about mathematics
which further helps children to
learn mathematics in school."
(Soni & Kumari, 2017, p.335).
 Hardeep Dhami | PME 898 | Queen's University

The Role of
Self-
Regulation
"Parents positive attitude toward mathematics has profound influence in developing a
similar attitude toward math in their children, which further helps in enhancing their
mathematics performance." (Soni & Kumari, 2017, p.343).

The Role of Self Regulation in
M ath Anxiety
Ciftci (2019) suggests that
the occurrence of math anxiety
in individuals is linked to their
level of internal and external lo-
cus' of control. H aving a strong
internal locus of control can be
thought of as having more self-
regulation and self- awareness,
whereas having a greater exter-
nal locus mindset involves
thinking that events are out of
our control and caused by out-
side forces. Ciftci explains that
"internal locus of control-
oriented individuals believe that
their will plays a decisive role in Although the ability and readi-
the emergence and development ness to perform mathematical
of the events they experience; calculations and understand
while on the contrary, external content is important in reducing
locus of control- oriented indi- mathematics anxiety, student
viduals believe that what they attitudes and metacognition play
experience is created by the in- a significant role in success as
fluence of forces other than well.
themselves (such as chance,
misfortune, fate, or other peo-
ple)." (2019, p.148- 149).
Awareness of self- regulation
techniques and goal- setting can
be influential in helping students
overcome math anxiety and not
fall victim to feelings of help-
lessness in mathematical situa-
tions.
Image Retrived on August 6th, 2019 from
https://navalbasepri.moe.edu.sg/the-navalites-programme/academic/mathematics

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 Hardeep Dhami | PME 898 | Queen's University

How to assess whether your

students experience math anxiety...
The M ath Anxiety Rating Scale (M ARS), originally developed by Richardson and Suinn in 1972, has
been used as an assessment of students feelings, emotions, and attitudes around learning mathematics. Since
the original M ARS consists of 98 items, many researchers have worked on developing abbreviated and
modified versions of the M ARS, ranging from 30 item to 9 item questionnaires. The most recognized
modified questionnaires aim at assessing two components "(1) anxiety related to learning math (Learning)
and (2) anxiety related to being tested in math (Testing)." (Cipora et al, 2015, p.4). A sample of an effective
math anxiety rating scale is shown below (referred to as the 'M odified Abbreviated M ath Anxiety Scale
(mAM ARS)), and has been recognized as a reliable measure of math anxiety through extensive research
(Cipora, 2015). The following mAM ARS was developed for use by middle childhood to early adolescence
level students (8- 13 years old).

Image Retrieved on August 7th, 2019 from https: / / www.frontiersin.org/ articles/ 10.3389/ fpsyg.2017.00011/ full#supplementary- material

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 Hardeep Dhami | PME 898 | Queen's University

Sample MARSfor Secondary &

College Level Mathematics...
Some of the following sample Math Anxiety Rating Scale questions can be used at any level, but are more
suited to assess older students.

Source: M ay, D.K. (2009). M athematics Self- Efficacy and Anxiety Questionnaire. The University of Georgia, Athens, Georgia.

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 Hardeep Dhami | PME 898 | Queen's University

Data Collection
Placing an Emphasis on Qualitative Data Collection
Any modified version of the M ath Anxiety Rating Scale could be used to collect qualitative data in the
classroom. M arshall et al. (2016) state that math anxiety may include the following symptoms:
- Emotional symptoms (Feeling of helplessness, lack of confidence, fear of getting incorrect answers)
- Physical symptoms (heart racing, irregular breathing, sweatiness, shakiness, biting nails feeling of hollowness
in stomach, nausea)
- Frustration, confusion, and stress
- N ot knowing where to start
- Desire to quit and shut down
Due to much of math anxiety being linked to qualitative indicators, such as those above, it is important to
focus data collection on measuring qualitative data, using any form of the M ath Anxiety Rating Scale.
Leaving an area for open- ended expression of students' level of anxiety in mathematics is also important
for collecting qualitative data on students' current attitudes, thoughts, and feelings around learning
mathematics.
The modified M ARS on the previous pages should be distributed to students ideally at the start of the math
course. If preferred, the questions can be entered into a digital format, using surveying websites such as
Google Forms, with a multiple choice or linear scale format for students to easily respond to. Using a digital
survey platform would be advantageous in that the data is easily compiled and organized without you
having to do the work on your own. Bar graphs, circle graphs, and other summaries are ready to view
whenever needed, which is where quantitative data analysis comes in.
If you see that many of your students rate high on a certain question, the instructional strategies mentioned
further in this guide can be adapted to cater your group of students.

Examples:

Response rating high on the modified M ARS H ow to use this information in the classroom

H aving to complete a worksheet by yourself. Offer more interactive, creative activities for practicing new
concepts and building new skills.

Taking a math test. Offer alternative assessments of learning (projects,

presentations of learning, student- teacher conferencing...)

Listening to the teacher talk for a long time. Consider a 'flipped classroom' model of instruction, or allow
for students to participate in group problem- based learning
activities with the teacher performing small group instruction.

Finding out about a surprise math quiz. Give students advance notice and time to prepare.
Alternatively, pop quizzes with time to collaborate prior to
hand- in can prove to be an effective strategy for learning on
formative assessments.

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 Hardeep Dhami | PME 898 | Queen's University

SO HOW CAN WE HELP OUR STUDENTS?

The aim of this guide is to explore the following question:

In what wayscan educatorshelp reduce math anxiety and

negative attitudesregardingmath in the classroom?
Various strategies, techniques, and lesson ideas will be presented in the following pages.

PROMOTING SELF-REGULATION IN THE MATH

CLASSROOM Self- regulation awareness can be especially useful for
early intervention of math anxiety, specifically in el-
Image Retrieved on August 6, 2019 from
http://archive.sciencewatch.com/dr/erf/2011/11decerf/11decerfZimm/
ementary and early middle school math classrooms.
"Self- regulated learning (SRL) refers to self-
generated thoughts, feelings, and actions that help
students reach their goals (Schunk and Z immerman
1998)." (Dignath & Buttner, 2018, p.128). Using the
cyclic model of SRL developed by B.J. Z immerman,
teachers should encourage students to take part in "a
forethought phase that involves goal- setting and
planning, a performance phase that involves per-
forming a task and self- monitoring, and a reflection
phase that involves evaluation of the result and
learning process." (Dignath & Buttner, 2018, p.128). If
introduced early on, students will begin to naturally
undergo the process when participating in the math
classroom, and their self- awareness and self- efficacy
is improved, making them more likely to persist in
difficult situations and less likely to give up.
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 Hardeep Dhami | PME 898 | Queen's University

WAYS TO PROMOTE SELF-REGULATION IN THE

MATH CLASSROOM
In Parrish's (2018) article, "H ow to Teach Self- Regulation",
she discusses how providing structure and tools for learning can
promote self- awareness in any classroom. A positive environment,
clear expectations, and instruction on study skills early on are
effective ways in providing students with the necessary tools to
overcome math anxiety when it arises. Parrish also discusses how
scaffolding can prove to be effective in teaching self- regulation.
"Scaffolding is breaking learning into chunks and then providing a
strategy or a structure to make it easier for students to be able to
accomplish each chunk of learning." (Parrish, 2018). This is
especially important in mathematics instruction, providing
students with the strategies and tools they need to succeed on a
given concept before moving on to another. Lastly, prior to
moving on, students should be given the opportunity to discuss
and reflect on their learning. With math anxiety comes negative
behaviour and negative emotions so reflecting "helps students to
become more mindful: Instead of just reacting to emotions, they
can learn to become the manager of their emotions by recognizing
what they are feeling before it becomes an action." (Parrish, 2018).
The example to the right can be used to promote
self- regulation and positive thoughts in the math classroom when
students start to see themselves become anxious, helpless, and Image retrieved on August 12, 2019 from https: / / www.prodigygame.com/ blog/ math- anxiety/
frustrated, and can be used with any level of students.

Other SRL strategies that can help combat

math anxiety
IDEA
- Test Talk: When using math tests for assessment of
Display a poster in your math classroom learning, allow students to have conversations about the
with the following colour questions. math test in the first five minutes of the testing period,
Encourage students to pick one from
with their pencils on the ground. N o writing is allowed,
each category when they are having
difficulty with a question or concept:
but students can use the time to talk about strategies to
solve any of the problems (Study International Staff,
2019). The teacher can adapt the allowable time for test
talk to cater the needs of their students.
- Teacher modeling using Colour Questions: Use 'thinking
out loud' to model how to work through a math problem
that is difficult. Go through the thought processes that
students might encounter out loud, and model how to
work around the difficult parts of the question (ex: What
do I know?, What do I need to figure out?, What's not
possible?, What if?, What should we do?).
Source: Colour Questions - M ichalko, M . (1998). Cracking creativity: the secrets of creative genius.

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 Hardeep Dhami | PME 898 | Queen's University

MAKING MATH HAVE MEANING

Connectionsto real life
"M ath anxiety is further reduced when math is connected to
real- life situations with a series of problem- based activities (Finlayson
2014; Ernest 1989; Van De Walle 2004)" (Schubert, 2019, p.19). In
elementary school, integrating problem based learning into the
mathematics curriculum could include activities, such as counting
change, or using grocery store flyers to buy food for a week, while
following budgets and choosing items that fit within the Canadian
Food Guide requirements (Blazer, 2011; M acM ath et al., 2009).
When learning about area and perimeter in middle school, students
can create house plans or build models using real measurements,
scales, and proportions (see examples on the right and the link below
for the "Build a Tiny H ouse" resource). In secondary school, teachers
can incorporate lessons from Desmos.com's teacher website, which
has a wide variety of pre- created problem- based learning activities
for students to explore concepts they are learning in class. For
example, when exploring parabolas, students can log in to the
'M arbleslides' activity, where they must design parabolas so that the
marbles go through the stars as they travel down the created parabola.
These sorts of activities challenge students thinking and allow them to
apply their learning in a non- formal, creative, and collaborative Image retrieved on August 12, 2019 from

setting, where math anxiety is less likely to take over. "In class, https://witrylibrarypages.weebly.com/uploads/3/8/6/3/38635991/

teachers should promote motivation by creating a relaxed, supportive buildatinyhouseprojectbasedlearningactivityapbl__1_.pdf

environment where students are encouraged to take risks and not be

ashamed of wrong answers." (Shields, 2007, p.60).

Additional Resources for K- 7 Problem- Based Learning Ideas and Lesson Plans:
- Problem- Based Learning in M athematics: A Tool for Developing Students' Conceptual Knowledge
http: / / www.edu.gov.on.ca/ eng/ literacynumeracy/ inspire/ research/ WW_problem_based_math.pdf
- Build a Tiny H ouse. Problem- Based Learning: Area, Perimeter, & Geometry.
https: / / witrylibrarypages.weebly.com/ uploads/ 3/ 8/ 6/ 3/ 38635991/ buildatinyhouseprojectbasedlearningactivityapbl__1_.pdf
- Project- Based Learning: Elementary Sample Projects.
http: / / learningnetwork.setbc.org/ pblresource/ 2017/ 01/ 20/ workshop- resources/
- Teacherspayteachers.com (K- 12)
- Share M y Lesson: By Educators, For Educators. https: / / sharemylesson.com (K- 12)

Additional Resources for Secondary Problem- Based Learning Ideas and Lesson Plans:
- Classroom Examples: H igh School M ath. Galileo.org Educational N etwork.
https: / / galileo.org/ classroom- examples/ classroom- examples- high- school- math/
- Teacher Desmos. https: / / teacher.desmos.com/

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 Hardeep Dhami | PME 898 | Queen's University

TEACHING STUDENTS TO BE CREATIVE & THINK

CRITICALLY
There'smore than one way to a solution
"Teachers should present math as a thinking and decision- making tool and encourage students to
think critically"(Blazer, 2011, p.3). Students have this notion that the way the question is taught is the only
way that question can be done. We often see students studying their notes and memorizing the steps to
solving a specific problem. H owever, what we don't often see is students fully understanding each step and
thinking questions through logically rather than from memory. Trying to recall each and every step
correctly and exactly as it was taught can definitely be anxiety provoking for anyone. "When students are
taught with an emphasis on drill and practice and rote learning of formulas, they often don?t develop a
meaningful understanding of math." (Blazer, 2011, p.3). N ot developing meaning in math can cause
students to struggle, feel lost and frustrated, and causes them to eventually give up.

The following strategies can help promote creativity and critical thinking in the math classroom:
- Flexible learning spaces: In a study by Rands & Gansemer- Topf (2017) on classroom design,
"students felt that the classroom design ?erased the line? between instructors and students which
encouraged interaction and led students to feel closer personal connections with their instructor and
their peers, creating a sense of community and enhancing student engagement." (p.29). A sense of
community in the math classroom can put students minds at ease in anxiety- provoking situations,
and can keep students engaged during class.

- Play- based activities: Similar to problem- based learning, play- based activities can make learning
math more meaningful and enjoyable. In a study by Bhola (2016) "students with math anxiety slowly
became more comfortable with working mathematically after the introduction of play- based
learning approaches. As these students became more comfortable with mathematics, [teachers] did
notice a change in their attitudes towards math and in their grades" (p.57).

- Collaborative activities: "M ath anxiety has been linked to teaching techniques that emphasize
competition among students and require students to work in isolation." (Blazer, 2011, p.3). Allowing
students to exchange ideas, ask questions, verbalize their thoughts, and receive immediate feedback
from others during the learning process can help alleviate those feelings of helplessness and
frustration that are associated with math anxiety. The possibilities are endless when developing and
integrating collaborative activities into any given unit.

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 Hardeep Dhami | PME 898 | Queen's University

TEACHING STUDENTS TO BE CREATIVE & THINK

CRITICALLY
- Vertical non- permanent surfaces (VN PS): Originally developed by Peter Liljedahl of Simon Fraser
University, VN PS are a type of collaborative activity in which students work to solve problems on a
vertical surface, rather than on individual desktop whiteboards, chart paper, and on sheets of paper.
This activity encourages students to take risks in a safe environment, while receiving immediate
feedback from the teacher.

VN PS Lesson Structure
1. Place students into groups of 3
and have them choose an
eraseable vertical surface to
work on (whiteboards on the
wall, windows, chalkboards...)
2. Provide each group with only
one whiteboard marker and
eraser.
3. Present one question at a time
to all students on the projector
or front board. Students work
in their groups to find the
solution, showing all steps and
work.
4. Teacher circulates the room,
working their way to all
groups, providing feedback
and checking solutions, only
when requested.
5. For the next question, make
sure a different student takes a
turn to be the recorder. This
ensures everyone is learning. Image Retrieved on August 11, 2019 from https: / / mslwheeler.wordpress.com/ 2014/ 11/ 09/ visibly- random- groups- vertical- non- permanent- surfaces/

- Availability of technology: In today's day and age, the most popular and accessible type of resource
that we can provide for our students is technology. "It is documented that using technology to teach
mathematics does provide some help in reducing mathematics anxiety...Teachers can use software
technology to enforce fundamental skills and concepts. Technology used in this way can assist in
strengthening student cognition." (Sun et al., 2009, p.43). Some of the downsides of integrating
technology into mathematics instruction is the possibility of it becoming a distraction to those who
don't possess self- control, and it can also induce tech- anxiety for those not comfortable with using
computers or troubleshooting when problems arise (Sun et al., 2009). The following websites are
great resources for integrating technology into the math curriculum:
Prodigygame.com TeacherTube.com M athTV.com M athgoodies.com
N ational Library of Virtual M anipulatives Khanacademy.org
M athworld.wolfram.com AAAmath.com

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 Hardeep Dhami | PME 898 | Queen's University

?Character consists of what you do on the third

and fourth tries.? ? James A. Michener
- Restate the problem: In M ichael M ichalko's Cracking creativity (1998), he mentions that before
brainstorming any problem, try restating the problem at least 5 to 10 times to generate multiple
perspectives (p.23). Although this may be difficult for a standard math question that is not a word
problem, students can think of ways to rewrite the question. For example, if the question uses brackets,
students can eliminate brackets using the order of operations. If exponents are used, try eliminating
them and revisiting the problem once again. For word problems, try to separate the parts of the
question that stand out (separate parts from whole), change words, and ask questions.

- 'Keep your hand moving' activities: Although this strategy may seem impossible to students with
math anxiety or to students experiencing difficulty with a certain question, the results can be
surprising. In N atalie Goldberg's book, Wild Mind (1990), she suggests that when students are having
difficulty in writing, encourage them to keep their hand moving. A similar approach could apply to
mathematics; when presenting problems to students, encourage them to continue writing rather than
staring at the question. Encourage them to change the question in another way, reorder, simplify,
expand, and so on. By keeping the hand moving, students might discover something new about the
problem, or find a strategy they can use to solve the question that they did not see earlier.

THE FLIPPED CLASSROOM

"Flipped Classroom is an instructional strategy and a type
of blended learning that reverses the traditional learning
environment by delivering instructional content, often online,
outside of the classroom." (Ramakrishnan et al., 2016, p.58).
Students are given the opportunity to view content that is being
learned in class prior to class time. Of course, student ownership
is important here, as it is their responsibility to partake in the
preparations that are recommended and assigned prior to class.
In the traditional way of teaching mathematics, students learn a
lesson in class and are assigned a set of practice exercises to take
home. In the flipped classroom, students are introduced to the
concept on their own time through video lessons, and come to
class to practice what they have learned. "Replacing lectures with
group and individual activities increases in- class activity."
(Ramakrishnan et al., 2016, p.58). Teachers are able to reinforce
the concepts that students were introduced to online, and class
time becomes valuable time to practice and master content that
students might have had difficulty figuring out on their own
through traditional homework exercises. This model can reduce
math anxiety substantially if used effectively, as students are
receiving a lot more support this way.
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 Hardeep Dhami | PME 898 | Queen's University

IN SUMMARY : WHAT DOES THIS ALL MEAN?

M ath anxiety is a real issue that a lot of students face on a day to day basis. It is alarming how many
educators and students are not aware of its existence in and out of the classroom, let alone how to deal
with it. Research lends itself to the idea that students' self confidence and beliefs about their ability to
succeed in mathematical situations, whether in math class or in the real- world, plays a major role in
contributing to the intensity of math anxiety they may feel. H owever, Dowker et al. (2016) raise an
interesting question to ponder moving forward; "does anxiety lead to a lack of confidence in one?s own
mathematical ability, or does a lack of confidence in one?s mathematical ability make one more anxious?"
(p.3). Getting to know your students is an important first step in gaining clarity for the root cause of math
anxiety, and tools such as the M ath Anxiety Rating Scale can provide you with valuable information in
how to proceed with mathematics instruction that is effective in reaching all of your students. Student
self- regulation is highly connected to overcoming math anxiety in the classroom, but educators can use
innovative instructional strategies to promote collaboration, creativity, critical thinking, and
communication, which are also important skills in overcoming math anxiety. Educators and curriculum
developers need to address this issue in the early elementary years, as early intervention is key in avoiding
the future impact math anxiety can have on one's life.
"The most notable consequence of math anxiety is poor math achievement. When students receive poor
grades, they attempt to cope by avoiding current math work and future math classes in school. This, in
turn, leads to a limited knowledge of mathematics, a limited choice of college majors, and ultimately
career choices that are restricted mathematically and monetarily." (Shields, 2007, p.59).

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 Hardeep Dhami | PME 898 | Queen's University

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