Taking a Look at Math Anxiety

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:

It is crucial to develop in children the ability to tackle problems with initiative and confidence…mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri, 2006, p.2).

Formulas, factoring, derivatives: math topics make many people cringe and are viewed difficult to endure when learning these boring concepts. On the other hand,

Overcoming Math Anxiety by Sheila Tobias, 1995, lays out the groundwork for addressing math related stereotypes and understanding where peoples math anxiety has come from, why it continues, and most importantly, how to start working on overcoming it. A strong theme that continues throughout the book is the issue of gender differences in relation to math anxiety and why from Tobias’s findings and opinion is either true or false. However, the message throughout the book is clear. While math anxiety is a real issue that many suffer from, because of the everyday use of math and the benefits of being competent at using it, we are limiting ourselves by avoiding the subject like the plague and therefore must find ways to move past the anxiety.

Mathematics anxiety has been studies for the past “50 years” (McMahon 2015), because it is a problem that affect many Americans. With all of the studies done, there is still much to be known about it and its effect on students. Mathematics anxiety has been defined by Vahedi and Farrokhi (2011) as “negative cognitions, avoidance behaviors, and feeling pressured and inadequate in performance that combined interfere with solving math

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

The aim of the Australian Curriculum is to ensure students become confident mathematical communicators who are creatively able to investigate and interpret situation in a variety of context (ACARA, 2015). The are 6 areas of maths covered in the Australian Curriculum and discussing this paper are number and algebra, measurement and geometry, and statistics and probability. Through the curriculum students are guided to an increased understanding of the “concepts and fluency with process” as well as pose and solve problems (ACARA, 2015). This paper discusses my personal experience, strengths and weakness when working with each of the 6 mathematical areas, as well how my confidence and anxiety influences my attituted toward working in each area.

A student walks into the exam room. She knows she covered the material and studied very well. When the teacher hands her the exam paper her heart suddenly starts beating very fast, her hands begin to shake, she starts sweating, and she can barely breathe. The time is running out and she can’t control anything or remember the answers. After that, she fails that course because of anxiety. In order to avoid this scenario and perform better, you have to overcome anxiety. Combating test anxiety is not as difficult as some people think. Students can follow these simple guidelines in order to help ease anxiety.

•What are some things that a student can do to overcome math anxiety? Begin by breathing. Write down the problem and apply what you already know. Break down the problem by using the order of operations and go step by step until you come to the answer.

Mathematics is the "study of number, equations, functions, and geometric shapes and their relationships". Math can be enjoyable for some people and nerve-racking for some individual. As a high school student studying math was very easy for me. As time went by I didn't use the skill very much and my skills have decreased. Now I get extremely nervous when I have to take a math course.

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).

Mathematics has always been a difficult subject for students. Many children have developed phobias and barriers towards mathematics, which prevail into adulthood, thus limiting their potential. This limitation implies problems of learning, resulting in the child a sense of inferiority.

This units has improved my mathematical competency and my disposition towards mathematics. I now feel a lot more confident in many specific mathematical areas and in mathematics in general. Also, I am much more aware of the progress in my mathematical understanding as I have identified my current strengths and weakness as well as created solid plans to improve the weaker areas. A negative disposition or anxiety towards mathematics, can hinder improvement. Students who are anxious, bored, fearful, or simply believe that mathematics is unimportant, are likely to avoid the study of mathematics (Metje, Frank, & Croft, 2007). This then becomes the real challenge of mathematics classes as the main emphasis is diverted from teaching the mathematics content to giving the students confidence in their mathematical skills. A reoccurring notion throughout this unit is the ‘big ideas’ of mathematics. A big Idea is an idea that is central to the learning of mathematics and a statement that links numerous mathematical understandings into a coherent whole (Charles, 2005). Charles (2005) believes that these big Ideas should be the “foundation for one’s mathematics content knowledge, for one’s teaching practices, and for the mathematics curriculum”. This is because grounding one’s mathematics content knowledge on these big ideas establishes a robust, in depth and advanced understanding of mathematics.

There would be few who would agree to this line of thinking. Mathematics underlies everything we do; from building strong businesses to building strong bridges. It is hard to imagine a world without math, which is even responsible for helping a land-locked country like Switzerland win a sailing competition (University of Minnesota School of Mathematics, n.d.). Therefore, I would like to focus on a specific area of research in the area of mathematics instruction. If math is causing students to feel pain, how can math instructors make their subject more accessible, and more fun, for all students? To make this

Possessing and having a clear understanding of at least the simplest mathematical concepts is an essential and fundamental skill which is necessary to sustain an active, industrious, satisfying role within society. As a result of this necessity, the very comprehensive learning area of mathematics which has been developed within the New Zealand Curriculum and implemented. The Ministry of Education (2007) states that “by studying mathematics students develop the abilities of thinking logically, critically, creatively and strategically while processing, organising and communicating information.” Then answer me this, why is it that there a vast number of students who fail to understand mathematical concepts, grasp various mathematical skills and appreciate the advantages that mathematics has to offer them? This essay will identify at least three issues that may impede or obstruct students from learning mathematics which would include: The lack of equity, the lack of appropriate teaching methods and a lack of enthusiasm by which mathematics is being implemented. This essay will also examine the benefits and limitations of a number of teaching strategies which are being used by current initiatives in Mathematics which when implemented can assist when resolving these issues.