Zander- DB- Math Anxiety

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Liberty University *

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Mathematics

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Jan 9, 2024

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docx

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MATH ANXIETY DISCUSSION 1 Discussion Board Math Anxiety Jamie Zander School of Education, Liberty University

MATH ANXIETY DISCUSSION 2 Math Anxiety Discussion Post We live in a world that creates anxiety. This can be fueled by feelings of being “unsafe” in your home, school, and community or even sitting on the easter bunny’s lap. Kids face situations that make them feel uncomfortable and stressed every day. A classroom should not be one of those places, but unfortunately many students face it. Research shows that acclimating to and accepting a state of perturbation can assist students in learning (Woolley & Fishbach, 2022). The key lies in balancing a level of uncomfortable that enhances the learning process without creating too much stress, which would inhibit acquisition). Teachers can help students reframe their thinking and reduce the anxiety surrounding math. In my future classroom I plan to help my students understand what anxiety is and why they are having it. We cannot simply get rid of anxiety, but we can cope with it. Following Bandura’s theory of reciprocal determinism, self-efficacy and academic achievement influence each other. By building students confidence in their abilities to learn and by completing the tasks at hand, students’ performance and self-efficacy increase. The first thing I will do with my students is talk about anxiety and relate with them as I have had math anxiety. As an elementary student I loved math and science. That is, until it came to us having to memorize a bunch of facts. Then they would make us race against a timer to see how many facts you could remember. To this day I still do not know all the “facts” that I was supposed to memorize. I have learned strategies that I can use to figure out the “facts” I need. That is what I will teach my students. Some students can easily remember the math and some people need strategies that they can apply to “do” the math. By giving students ways to cope with the stress the students will be able manage it and engage in learning and exploring math. I plan to include parents also. I will encourage my

MATH ANXIETY DISCUSSION 3 students to go home and discuss the strategies that we learn to cope with stress with their families, as well as the strategies we are learning in math. If the parents have math anxiety, we may be able to help more than just the student in the long run. References Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2023). The self-efficacy and academic performance reciprocal relationship: the influence of task difficulty and baseline achievement on learner trajectory. Higher Education Research and Development , 1–18. https://doi.org/10.1080/07294360.2023.2197194 Woolley, K., & Fishbach, A. (2022). Motivating personal growth by seeking discomfort. Psychological Science , 33 (4), 510–523. https://doi.org/10.1177/09567976211044685 Reply #1- Sarah Ray Sarah, I love how you use small groups to help students overcome their math anxiety. I incorporate cooperative learning using pairs and small groups. One thing I have noticed when grouping students is that I must be cognizant of the dynamics between peers. Students that are more confident can “run over” the quieter students, thus making the small group ineffective. I have found two ways that help to prevent this from happening. The first is teaching students how to interact within the group so that all students may learn. The other thing I have found helpful is a class wide PBIS strategy “catching compliments game” that just happens to have the added benefit of increasing the effectiveness of small group learning. According to research by Wright et al. by getting students to complement their peers, classroom inappropriate behavior decreases and positive behaviors increase. By complimenting peers during group work, students build the

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