Anxiety Review Paper

This story begins with an 8th grader named Michael who gets very anxious and nervous about tests. Math is not Michael’s expertise, and he is in fact, very second-rate at math. What’s particularly disturbing is that his math finals are tomorrow. Because he is very unskilled at math, he is really jumpy about the test. Michael knows that if he does not study for the test and develop a understanding of his troubling subject, he is going to fail the test. Michael’s anxiety about this test stems from fears that if he fails the test, his parents will ground him for life, and worse, he will not move on to high school with his classmates and friends. No matter how hard he studies the tense feelings never go away.

Concerning the readings and the presentation in this week, there are several interesting elements. For instance, according to the Introduction Pointcast, Math begins with an attitude. How well one does in math is partially dependent on the mentality that he or she approaches Math. In addition, according to the pointcast, Math anxiety is a real and hurtful factor with individuals who fear math. Whenever math anxiety happens, take deep breaths, roll shoulders, and relax. Afterward, continue completing the math assignment. Furthermore, math requires diligence. According to his article, "Math Anxiety," Deb Russell provided six points that can aid in overcoming math anxiety. His first point is similar to a point that the Introduction Pointcast mentioned:

Students today spend the majority of their weekdays at schools which can result in stress due to many factors. It is important for students to learn to cope with pressure because it is an important skill for overall health. Grades can cause stress and anxiety in many ways. For example, a student that is receiving “bad” grades can have stress because they feel pressured by the teachers or parents to get better grades, and the student may feel that their peers are judging them because of their grades. On the other hand, a student who is receiving “good” grades may feel stress due to the pressure of maintaining their grades for the sake of their peer’s judgement and parent’s expectations. Sources of stress in schools include: Teacher Interactions, Academic Stress, Peer Interactions, and Academic Self-Concept (Helms and Gable 6). The manifestation of stress results in emotional, behavioral, or psychological distress (Helms and Gable 6). Grades are a factor in all of the sources mentioned, the student may feel the teacher disapproves of them, their peers don’t respect them, and their self-esteem will be impacted because of poor grades. This can result in behaviour and emotional issues which further the student’s insecurities and can cause psychological problems in the long term. Letter or percentage grades say nothing about these issues, it is very difficult to spot stress in children and the resulting behaviour due to stress can be misinterpreted if the parents and teachers are not made aware. Summary assessments can help detect stress in students, where the student can explain how they are feeling and the teachers and parents can detect high levels of stress. Test anxiety is another manifestation of stress in students today; unfortunately, many schools and teachers face a huge responsibility in which the students must perform well in order for teachers to keep their jobs and for schools to

The result of the study found that the anxieties of students before an exam is can be explained by students’ perfectionism and performance achievement goals. As test anxiety increases, perfectionist characteristics and performance goals also increases. The more the expectation from other people and goals the higher the person’s academic anxiety. Perfectionist characteristics also play an important role in test anxiety, the unrealistic expectations of a person from himself/herself and from other people, if not satisfied, can lead to test anxiety. Students who have high standards on their test outcome will do all the efforts to succeed and it can cause them the feeling of being not good enough and fear of failing because people will evaluate

Taking the math anxiety test this shows if you have anxiety or not and if you do it will help you learn how to reduce it. Looking at the article of Ten Ways to Reduce Math Anxiety, the first thing that will help is to stop saying negative things. When in class, do not be afraid to ask question’s no question is a

Anxiety is a very common disorder when it comes to students in school. There are various types of anxiety, one common example is test taking anxiety. Test taking anxiety is a nervous feeling that students have while taking a test, and sometimes before or after taking the exam. This makes it impossible for students to do their best and to show their knowledge. When students are under stress it causes them to have physical symptoms, such as sweating or rapid breathing. Students who aren't prepared for tests, but care about doing well are also likely to have test anxiety before taking any type of test. Supporters argue standardized tests effectively measure student achievement, and opponents argue that tests are good for measuring students’ performances.

I have experienced math anxiety in the past that had started in elementary school. I experienced the “blackboard anxiety” in the second grade. Each day we started math class with picking teams to race against one another while solving mathematical problems on the blackboard. It was extremely stressful to attempt to complete a mathematical problem on the blackboard with all of your classmates cheering you on if you completed the problem first and correctly or booing for you if you provided an incorrect answer or finished second. I also had a math teacher in middle school that my brother had previously. This teacher continued to compare me to my brother who was phenomenal and enjoyed working with numbers in math class. I recall the teacher telling me that I was nothing like my brother who completed the class without losing a point all year. I

According to Nadeem et al research study (2012), at the point when nervousness builds, scholastic accomplishment diminishes in both male and female understudies. On the other hand, Dobson (2012) research suggests that anxiety can be limited if tended to at an early age. Diminishing nervousness levels in students is vital for making a difference to expand scholarly accomplishment. Students of all scholastic accomplishment levels experience the ill effects of scholarly nervousness. Indeed, even students who do well on classwork and homework can experience the ill effects of test nervousness and do inadequately on tests. Meager scholastic execution can expand uneasiness levels. Talented students who are sticklers can experience the ill effects

I learned first and foremost is that the United States has more young high school graduates than any other nation and have a large population of those enrolling in post-secondary as well. I do believe that this is true because in order to succeed in the US we must have some sort of degree. Other nations teach a trade which is amazing because those are the ones who we contract to fix our homes and businesses. No, most do not have a degree but a certificate in their field of trade. Math anxiety is the feeling of nervousness towards Math and it’s problems during classes and or exams. It normally begins when we are a child and escalates throughout life. By the time we are adults and have not dealt with it, we feel dumb when approached with an issue involving possibly the simplest numbers. Due to this many of us stay within our comfort zone which is away from numbers as long as it’s in a form of a paycheck. Math anxiety is not just a problem in our heads, it can cause us to discontinue taking math classes beyond the requirements. This tends to limit our choices with regard to college or career opportunities. Because we've had a bad past experience we avoid Math at all cost, just like myself. Most people tend to leave school feeling like a failure due to Math. There were many words I came across in the reading which described me and those are:

Exploiting the Pressure: understanding some of the ways in which test anxiety can develop within students.

According to the Anxiety and Depression Association of America (ADAA), anxiety disorders are the most common mental health problem, but many types of anxiety exist. The most frequent among children and adolescents is the infamous “test anxiety” (“Live and Thrive,” 2016). Sixteen to twenty percent of students in the U.S. experience high levels of test anxiety; another eighteen percent carry moderate levels of test anxiety. Since 2010, test anxiety levels in schools have risen over twenty percent due to the drastic requirements used for college entrance and state exams (Driscoll, n.d., p.1). Even a typical test can send these students into a panic. This makes perfectionists and adolescents with

Test anxiety is a huge thing for adolescence and it can cause extreme stress. Testing anxiety is seen to be a combination of physiological symptoms along with dread and fear that one will fail their task. This can make it to where there is a huge barrier to the learning and performance of an individual, test anxiety can cause a child to completely regress and have a negative impact on their grade as well as the overall performance in a classroom setting. Depending on the pressure that the child is under can make this anxiety of a test worse or possibly better depending on how the child thrives in that situation. When one is known to have this anxiety health concerns are an issue as well since this anxiety can make a person breath a

In conclusion to assessment two, my anxiety levels have diminished. The assessment required several thinking processes and encouraged me to face a few formidable challenges. Overall I had no difficulties attaining the answers, the challenges I faced were predominantly communicating and explaining my thinking and recalling the ‘language of mathematics’. At school mathematics was not one of my preferred or illustrious subjects until I had a teacher in year seven with a passion for teaching, this changed my whole perspective on mathematics and schooling completely. Over time as a parent, teacher aide and an active citizen I have encountered many problem solving situations in a work place environment and everyday occurrences, some daunting,

Ashcraft and Krause (2007) examined if math anxiety has something to do with a decline in math performance. The researchers collected scores from eighty undergraduates on a math-anxiety test, and a standard math achievement test. The two tests were compared, but the standard math achievement test was rescored by a

In the Information Capsule from Miami-Dade county different researchers have developed strategies that a teacher can use to reduce the effects of math anxiety in a student who may be suffering from the phobia. The result of the research has found that a teacher, practice has a strong influence on students’ math anxiety. One way a teacher can reduce math anxiety is to be knowledgeable in their content when comes to math and to always exude a positive attitude towards math. The teacher needs to have more training on the subject of math so they will not lack confidence when they are teaching their students. The recommendation is for teachers to attend workshops on research-based best practices