The Relationship Among Working Memory, Math Anxiety, and Performance Mark H. Ashcraft and Elizabeth P. Kirk (a Journal Critique)

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:

A researcher has designed a study to test the effects of different types of individual psycho-therapy on people's levels of anxiety. She has randomly placed people into one of three groups: a behavioral treatment group, a psycho-dynamic treatment group, or a no-treatment control group. She then measures people's level of anxiety after the treatment.

These conditions appear to be independent of other causes of mathematics disorder. Turner syndrome and fragile X syndrome, both genetic disorders that affect girls, are associated with difficulty in mathematics. In addition, several known physical conditions cause mathematics disorder. The range and number of mathematical difficulties that have been documented suggests that there are several different causes for mathematics disorder. Injury to certain parts of the brain can also cause inability to perform

While reading this journal entry my eyes were really opened up to the fact that putting the anxiety of being able to recall facts is extremely detrimental to our children.I thought this article was a good read though because it stated a lot of facts that were always backed up as well as proved up activities to improve from what the facts were telling us. An interesting point that I came across in this journal was that number sense is the foundation for all higher-level mathematics. (Feikes & Schwingendorf) Another fact that was interesting fact to me was that math anxiety has been recorded in students as young as 5years old. ( Ramirez, metal,2013). In my opinion I can understand why both of these fact are proven to be true. Like I said in my

Test anxiety speaks to a disorder that has raised bunches of issues, both for finding and grouping. This article on test anxiety expects to display a brief history of the hypotheses that have managed the idea of test uneasiness, to evaluate the principle definitive elements prompting it, the particular indications, the association with the ability tests exhibitions, and additionally with school or scholastic exhibitions, the association with inspiration for school or scholarly achievement, all the more absolutely the strategies and procedures known in the field of intercession with a perspective to diminishing and/or keeping the particular side effects. The article means to introduce a brief history of the speculations that have managed the idea of test anxiety, to evaluate the principle definitive

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

There are cases in which math anxiety was linked into poorer academic performances among women than in male. Although, there are findings that anxiety is greater in girls than boys as it’s showing its evidence as it was twice as powerful in women and there are concepts in where the girls are failing when it comes to academic matters because of their anxiety based from other studies. Anxiety findings gave a significant negative correlation on male with accuracy on tasks and academic matters. There are girls who identified themselves having big worries based on their high brain activity especially when they are making mistakes during the task or in vice versa, they are worrying on future events and thinking about negative possibilities on the certain circumstances. However, these females performed performance in line with the same as others on simple tasks but need to work hard and harder. As the occasion became harder, these women tend to perform worst and failing to do the task

The points of view that I see in my sources vary widely. For instance, according to Andrews & Wilding (2004) anxiety actually plays no role in the test performance by students. Whereas, in an article by Blood (2015) she discusses the percent of students who are worried that test anxiety is affecting their grades, and how they deal with it, rather than discussing the effects anxiety actually has on grades. I did discover a flaw of logic in this article, not necessarily with the writing or her way of thinking, more-so with the students’ way of thinking. She claims that students are worried if they don’t

My interpretation of this article is that math anxiety is preventable by starting with the parent’s confidence with math. If not, this cycle will continue for generations to come. Personally, I struggled in math during my third year of schooling. I did not like the concept of fractions and decimals. However, my father helped me greatly with my math homework. He would sit down with me until I got the concept completely. My parents even took me to a tutor for a month to help me get over my math anxiety. Since that year, I have excelled in math, even higher up math like business calculus. I have always assisted my peers with their homework, and I felt better about it since I was helping with their math anxiety.

The participants for Experiment 1 & 2 consisted of two females and two males. The two girls were Sue 13 and Eve 14, plus the two boys Jim 13 and Tom 7 years old (Carr & Durand, 1985, p.113). In both experiments the independent variable was level of tasks giving to the participants whether difficult or easy. The dependent variable is the amount of attention giving to the participants when giving the tasks (Carr & Durand, 1985, p.113). In Experiment 1 in a sessions a child received either an easy task or a difficult task; in addition, a child received adult attention during either 100% or 33% of the time intervals into which the session was divided. The two levels of task difficulty and the two levels of adult attention were combined to produce three conditions: easy 100, easy 33, and difficult 100 (Carr & Durand, 1985, p.113). Comparison of easy 100 with easy 33 permitted

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,

Math Anxiety will be referred to by the The Children’s Anxiety in Math Scale and the The Fennema Sherman Math Attitude Scales. The Children’s Anxiety in Math Scale explains highly math anxious students report low enjoyment of math and they suffer from low self-efficacy in math (Jameson, 2013). Specific scale components include performing math, performing math in social situations, thinking about math, and struggling in math. Responses are measured using a facial images scale with five facial expressions ranging from very anxious (scored as a 5) to not at all anxious (scored as a 1). Higher scores represent higher levels of math anxiety (Jameson, 2013).

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

One of the most common situations where we face anxiety is when our abilities are tested. Let it be examinations, competitions, sports or interviews, our desire to succeed or prove ourselves often make us anxious, and this anxiety often influences our performance in that event or situation. Also, this anxiety level

An ANOVA table with pictorial representation of the mean and their range is shown in figure. The symbols used are standard symbols from an ANOVA table.