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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.
2.
3.
4.

Listening to a lecture
Participating in a math class
Working through problems
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


Related to
attitudes of parents, teachers or
other
people in the
learning environment
some specific incident in a students
math history which was
frightening or embarrassing
poor self-concept caused by past
history of failure

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 DONT
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.

Student Responsibilities
Students must take responsibility for
learning material presented in their
absence.
Students should seek assistance when
they need help and ask questions
when the dont understand.
Students must understand that in
order to learn mathematical concepts,
they must not be afraid to make
mistakes.

Student Responsibilities
Students should practice
mathematics daily, with the intent
to understand the material, not just
go through the motions.
Students should prepare for a test
in a fashion similar to an athlete
or a performer preparing for
an event.

Teaching to Diffuse Math


Anxiety
A teacher must do more than
just give great lectures.
Success for many students is
related to how we make them
feel in class.
-- 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 students ability
or make assumptions about a
students 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


Anxiety
Avoid forcing anxious students into
intimidating circumstances, such
as working problems on the board
or being singled out to answer a
question in class.
Provide students alternative
ways of participating in class
until their confidence level
improves.

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.
Dont make students feel stupid for
asking questions.
Be open to questions. Answer all
questions without appearing irritated.
Dont 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.

Student Observations
Dont expect every student to
learn the first time something is
taught. Students need time to
internalize what is being
taught.
A teacher is there to change
the life of at least one student.

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