Math Anxiety

From WikEd

Contents 1 Descriptions, definitions, and symptoms 2 Lessons and Guidelines for Teachers 3 Evidence of effectiveness 4 Overcoming anxiety for the tests 5 Dispelling the Math Myths 6 Signed ‿life experiences‿, testimonies and stories 7 References and other links of interest

[edit] Descriptions, definitions, and symptoms

Anxiety - Encyclopedia Encarta defines anxiety as an emotional state in which people feel uneasy, apprehensive, or fearful. This is common to occur when people are experiencing events or circumstances they cannot control or are not sure of their outcome. Hence, the basic assumption of the anxiety model is that individual's emotional responses are not determined by objective reality but by her/his interpretation of events which is subjective reality (Ellis & Harper, 1975).

Math anxiety is more specific. Math anxiety involves an intellectually and emotionally paraylzing fear of mathematics. According to the anxiety model, math anxiety can be regarded as a personal vicious cycle of unreasonable beliefs, anxiety, and protective behavior(Baroody with Coslick, 1998). Such unreasonable beliefs and emotional reaction (fear)to mathematics, perhaps because of a previous bad experience in math.

Unreasonale beliefs can prevent an individual from seeing the situation in perspective, and create imaged intensive dangers which makes s/he feel panic. According to Tobias's (1993) point of view, the sameness of suddent-death experience is evident in the very metaphors people who are math anxiety vicitims use to describe it. It harms future learning of mathematics. Children who has math anxiety tend to get into a self-defeating, self-perpetuating cycle (Baroody with Coslick, 1998). Baroody (1987) suggested a practical model of math anxiety from the case study of Paul. The math anxiety model illustrates that unreasonable beliefs, anxiety(panic), and protective behavior effect in a cycle way. In other words, unreasonable beliefs can lead to anxiety, and anxiety can lead to protective behavior, and the long-term disadvantage of a protective behavior can reinforce the unreasonable beliefs. Therefore, self-defeating and self-protective behavior do nothing to scatter the unreasonable beliefs, but serve to strengthen these beliefs.

Math anxiety can occur when participating in class, listening to a lecture, while doing a math related problem, or during a test. Moreover, such anxiety can happen on elementary school children, high school and college students(Tobia, 1993). It is important to know that it can happen to anyone at any age no matter of their mathematical ability.

A positive experience while learning mathematics can help overcome these past feelings to allow success and future achievement in math.

How is it Recognized?

Outlined by Le Moyne college:

Panic - A student experiences feelings of helplessness. They cannot do better no matter how much effort they put forth.

Paranoia - A feeling that everyone knows the answer except them. Students will even feel they have been faking doing math for a long time.

Passive - A student will not take action becuase they feel they either have a math brain or they do not.

Lack of Confidence - A math anxious student will not trust their intuition. They memorize rules instead of learning concepts.

When a student begins to panic there is not only a psychological effect but also a physiological effect. Adenaline runs through their body and they enter "flight of fight" mode. The brains higher ordered thinking is no longer working effectively. One is reduced to a very primitive level of thinking. Higher ordered think is neccessary for doing mathematics!

[edit] Lessons and Guidelines for Teachers

How to Deal with Anxiety (Woolfolk, 1995, pp. 358-359)

Use competition carefully.

(Examples) 1. Monitor activities to make sure no students are being put under undue pressure.

2. During competitive games, make sure all students involved have a reasonable chance for succeeding.

3. Experiment with cooperative learning activities.

Avoid situations in which highly anxious students will have to perform in front of large groups.

(Examples) 1. Ask anxious students questions that can be answered with a simple yes or no, or some other brief reply.

2. Give anxious students practice in speaking before smaller groups.

3. Prepare a student by allowing more time. Sometimes, just mentioning a student's name and re-asking the question allows the student to think longer and get the correct answer. Always allow a way out if the student begins to fidget. (For example, ask if he would like to use a lifeline, or something to that effect.)

4. Remind the student if he/she answered to that type of problem previously.

Make sure all instructions are clear.

(Examples) 1. Write test instructions on the board or on the test itself instead of giving them orally.

2. Check with students to make sure they understand. Ask several students how they would do the first question or an exercise or the sample question on a test. Correct any misconceptions.

3. If you are using a new format or starting a new type of task, give students examples or models to show how it is done.

4. When all else fails, speak with a school counselor to see if special services are available for the student.

Avoid unnecessary time pressures.

(Examples) 1. Give occasional take-home tests.

2. Make sure all students can complete classroom tests within the period given.

Remove some of the pressures from major tests and exams.

(Examples) 1. Teach test-taking skills; give practice tests; provide study guides.

2. Avoid basing most of a report-card grade on one test.

3. Make extra-credit work available to add points to course grades.

4. Use different types of items in testing, since some stduents have difficulty with certain types.

5. Allow students to work with you individually, and raise the grade on a low scoring daily assignment to promote encouragement.

Develop alternatives to written tests.

(Examples) 1. Try oral, open-book, or group tests.

2. Have students do projects, organize portfolios of their work, make oral presentations, or create a finished product.

3. With a parent's permission, allow the student to listen to a CD Walkman while taking the test, so long as no sound eminates from the earphones.

Promote a positive disposition.

1. Do not allow students to make flippant statements such as "This is easy." What may be easy for one student may not be for another, and in saying so, a student might be hindering a student who is struggling. Of course, a student should be allowed to express his feelings of "I get it!" But then encourage that student to assist those around him for a deeper understanding.

2. Also, do not allow students to shut down. When a student makes a statement such as "I'll never get this stuff," he is unknowingly causing other students to think in the same way, making them shut down as well. A teacher needs to turn into a cheerleader at this point and exhort them to try harder. I have used the statement, "You just built a wall, something you can't get past. You must either build a window or tear down the wall to get through the material." Many students understand where I'm going and will correct their negative disposition. For those that won't or can't, they need to see me for some one-on-one.

[edit] Evidence of effectiveness

It is true that misery loves company - and usually gets it! This also holds true for prosperity. When a student is encouraged to maintain a positive disposition, that lesson snowballs. Using cooperative learning, working in pairs or larger groups, where all have an equal share in the work, and where success is realized, positive-ness grows. Teachers must promote this positive-ness, praising even the smallest of successes. And teachers must encourage their students to do the same for each other. Way-to-go's and at-a-boy's are just as much a part of the lesson as learning how to solve quadratic equations. No negativity is allowed in my classroom - no put downs, no shut downs, no downs at all. Everything is 'up' in my classroom. And I find myself teaching the same Algebra 1 students in the future when they become my Algebra 2 students.

I believe much of the math anxiety that we see is due in part to our culture. In America, we are so focused on achievement and attainment, and do not give ourselves room to grow and learn and develop. I believe this causes a whole host of problems in schools: student impatience with teacher mistakes, frustration of beginning teachers, confused and ever-changing reform efforts, and lack of persistence and effort on the part of students. Other countries have more of a continual development focus, which is much more healthy. I think if we can help our students to focus on continual development rather than one-time achievement, they will learn to succeed and overcome their fears!

[edit] Overcoming anxiety for the tests

Some tips for preparing and taking math tests:

1. Don't cram - Think of your brain as a muscle that needs regular exercise. If you put too much stress on it, then it will not function at all. You must get help the SAME DAY you find yourself struggling.

2. Get or design sample exams and take several practice exams. Time yourself to see if you can finish in the allotted time.

3. Eat breakfast before you have an exam. If your brain doesn't have enough nutrients it will not function to its full potential. Also, stay away from caffeine and white bread, and not just the day before a test, but as a habit. Neither are healthy, especially for your brain.

4. Overcome any negative self-talk.

5. Think of this exam as a challenge, a time to strut what you' have learned.

6. First look over every question on the exam. this helps you get a feel for the big picture.

7. Do the 'easy' problems or ones you know how to do first.

8. Do not let panic mode set in. Accept the possibility ahead of time that you may not know how to do any of the problems initially, so you are not surprised by it.

9. Take a deep breath and let it out slowly. Do this a couple of times.

10. Look for any question that most resembles what you know how to do.

11. Show all work and circle solutions.

12. After finishing the test, verify your answers using checking techniques:

Check for reasonableness. Does the answer make sense?

Check the specifics of the problem or question. If you are unsure of your answer, do it again!

Remember that on multiple choice exams your first response is often your best response. Unless you have a good reason, do not change your answer. Many students change their answers to incorrect ones.

13. Remember: This is not a test of your self-worth, your intelligence, or a predictor of your future success. Many people suffer from math anxiety. Many also overcome the same affliction. Convince yourself that you can, too. Develop responsibility for your own successes and failures.

How to help students overcome math anxiety?

1. Teachers treat students' error as a kind of learning opportunity.

2. Teachers encourage various ways of thinking and multiple solutions, including students' informal strategies as long as they are reasonable.

3. Try to incorporate some real world situations into a math class. This will help the student to see that there is a need for what they are learning. If they see where math is applied they may be more willing to try. Attempt to make it fun!

4. As a teacher it is our job to make sure the student understands that we know not everyone is "good" in math. If the student can see that the teacher understands math is challenging they will open up more. If a teacher simply says "I don't see why you are not getting this" the student will close up and withdraw from math entirely.

5. Have the teacher give the student a practice exam with the same time constraints as the original test. Becoming familiar with the format and adjusting to pacing will help the student ease their anxiety.

[edit] Dispelling the Math Myths

A teacher must make students aware of common math myths

Myth #1 To be good at math you must have a math mind

Myth #2 Men are better at thinking about math than women are (more common belief in North America)

Myth #3 Creativity does not play a role in math, only logic.

Myth #4 What is important is getting the right answer.

There are several ways to "bust" these myths. For instance, for myth 3 and 4, a teacher could assign a math project that could use creativity. One example would be to assign the students to make a fish tank, of any size they want, but it has to fit a few expectations. Points would be given for creativity and if the students fit the tank to certain standards by using logic. This project has infinite correct answers. Thus, the importance is not just getting an answer, but the process of doing so.

I feel that timed tests are not somthing that can help children, already filled with anxiety, function better. Are there actual accomodations made , other than practicing taking tests, which help students deal with this? Also, a child with this kind of anxiety may not share it, but rather suffer in silence, in place of being ridiculed by peers. There, teachers need to be sensitive to these types of needs also. B. Orenic

[edit] Signed ‿life experiences‿, testimonies and stories

I have always been taught that I simply don't have a "math brain" so it will never come easily to me. To avoid frusteration in school I lived up to that standard and did just what I had to in order to get by. Now, as a teacher, I fear that I will convey my dislike for mathematics to my students. Although I try and mask it - I cannot help my undying hatered for the subject. I wonder what I can do as an adult to get over this strong feeling and be a better teacher. -N.R.

I feel that timed tests are not somthing that can help children, already filled with anxiety, function better. Are there actual accomodations made , other than practicing taking tests, which help students deal with this? Also, a child with this kind of anxiety may not share it, but rather suffer in silence, in place of being ridiculed by peers. There, teachers need to be sensitive to these types of needs also. B. Orenic

My husband who can do mechanic work, woodworking projects, and all kinds of everyday activities using math, changed his major in college from Geology which is very math oriented to Geography. It isn't because he couldn't do the math, but he felt he couldn't do it. A lot of people decide that they can't do math and therefore don't even try. I think it probably stems from a negative experience that they had in elementary school dealing with math. In the case of my husband when he was in fourth grade they didn't realize that he needed glasses and he sat in the back of the room. The teacher would put the daily math problems on the board and expect the students to do the problems. Needless to say, he would copy the problems wrong and end up getting them wrong. The teacher thought he was just being careless and uncooperative, not even thinking it might be another problem. He hates math now and feels he can't do it. Sharon Morrisette

A freshman walked into his Algebra 1 class on the first day of school. He found a seat near the back of the room, sat down, looked at the board, and shuddered. The board was filled with all kinds of math 'stuff.' As the year progressed, he worked hard, but floundered through the first quarter. By the end of the semester he was transplanted into a Pre-Algebra class. He worked hard there, too, doing his assignments the best he could, but performing badly on tests. His Pre-Algebra teacher, Mr. Rose, approached him one day and asked how he was doing. The student began to explain why his tests scores weren't where they should be, but the teacher interrupted him. "How are YOU doing, young man? I'm not asking how you're doing in my class, but in your life. How are YOU doing?" And the boy and his teacher locked up in a conversation that was very informal, and very educational. This student became more relaxed in this teacher's room, and soon his scores began to creep higher. After realizing a few minor successes, he then received his first math test grade of an A. The second semester of Pre-Algebra seemed a snap for him, and he began to like math a little. At the end of the year, his grade averaged to a strong B. As a sophomore in Algebra 1, he made great strides in overcoming his math anxiety, ending with an A average and making him eligible to 'double up' the following year. He decided to accept the challenge of enrolling into Geometry and Algebra 2 during the same year. He scored an A in each class and also in his senior year while taking Trigonometry and Pre-Calculus. That boy grew up to be a high school math teacher, all because of a teacher who recognized the anxiety of a young man and decided to do something about it. Math anxiety is not something you outgrow - it's something you overcome. Thanks, Mr. Rose for asking how I was doing that day. The lessons you taught reach far beyond the science of mathematics. Max Uhls

As a high school math teacher, I see math anxiety in students and try to help them through their anxiety. I have a geometry student who usually understands most concepts but reluctantly particpates in class. When called on, her first response is 'I don't know, I can't do this.' Once I ask her a leading question, she is usually able to complete the problem. Her anxiety really shows up at test and quiz time. She spends the first several minutes of a test saying she can't do it, making noise, and shuffling around in her seat. Once I talk to her and point out a few problems that I know she can handle, she will eventually start the test, usually 15 minutes into the class time. She is never able to finish a test during class, but I allow her to come in after school to complete it. I try to grade the part she has completed before she comes in to finish the remainder of the test. She is always surprised at the number of correct problems on her test. She'll ask lots of questions, that I usually answer with the same question (I don't know how would you do that?). This line of questioning usually gets her to verbally walk herself through the problem so she can complete her test. E. Morrison

This is a very important site because students have very often problems with math only because of their anxiety. Math and science teachers should be trained to address anxiety problems with individual students. A good and caring teacher can help significantly in confidence building for this student population. Felix Autenrieth

My math anxiety has only recently developed as a result of college math. The high stress classes and tests, combined with the different style of learning intrinsic in college education caused my grades to slip, which has led to me developing a fear of math and math classes. I can do the math needed for my major, chemistry, but beyond that I avoid math out of trying to avoid the anxiety I have come to associate with math and math classes. Matt Munley

As a student in high school I experienced math anxiety. I was used to being highly successful in my classes. My junior year I took an Honors Trigonometry class and did not do well and that ended my math career. I did not take a math class my senior year. I felt at that point and still do that I am not successful in math. Lily Jimenez

This site has been very helpful for me for dealing with my students about their anxiety in chemistry. Thank you!! Felix Autenrieth

As a student, I never experienced math anxiety and could not understand why others did. However, once I began tutoring kids who did not traditionally do well in math I became more familiar with it. I noticed that most of the students had simply had bad experiences in math and teachers who were not willing to help them through their troubles. As a teacher, I feel the best way to avoid math anxiety is to be open to being approached by students who feel intimidated by the material, tests, style of teaching, etc. - A. Barkauski

I have always been good in math, but even though this may be so, I was always stressed over my exams. I used various strategies to aid in eliminating these pressures. On the mornings of the tests I would wake early, so I could review the materials once again. I made sure to leave early to avoid traffic problems. I also went to the washroom before taking the exams to avoid taking away from test time. Unfortunately the possibility of earning extra credit was not an option for us, causing the test scores to be heavily weighted and resulted in additional anxiety. In the United States, I particularly like the multiple choice tests. They increase student reasoning skills and improve grades. A. Rosu

As a math teacher, I constantly hear statements like "I don't like math", "I'm no good with numbers" or "I'm a bad test taker." The hardest job I have as a teacher is to make students comfortable with the process of learning math and the importance of this process. One way I try to do this is to get them to realize that eventually everyone has some anxiety and problems with math, even their teacher. Providing students with some practical applications in ways that appeal to their interests is the best way to lessen students' apprehension and anxiety toward math. Brad Frey - Johnsburg High School

As a math educator, I have found that the best advise to give a student who experiences math anxiety is to be prepared before taking a test. Students learn more math when they do a little, and then review for several days before a test. Tutoring with a non-threatening, helpful teacher also aids the student with math anxiety.

Somewhere along the way the saying that the math and science were the "hard" subjects. I think if we were able to dislodge this way of thinking the anxiety that some feel would disapear. If math a science were viewed as fun and like puzzles to solve I think students would be more likely to stick with it and figure it out instead of giving up. L. Gowler

As a middle school math teacher, I deal with this issue on a daily basis. Why is it that most student do not like math? I have found that student will do almost anything if you make it into a game. Whether it is Battleship- to learn the coordinate plane or War to learn integers, get the kids playing a "game" and they will do almost anything! M Hafenrichter

One thing I have seen or heard among parents of students that do not do well in math classes, is the excuse that "well I was never good at math," or "I'm just not a math person." Things said at home can have a strong effect on a childs opinion of school or their opinion in general. Making these statements at home may have an effect on a students anxiety in a math class.

One way to reduce anxiety is to be confident in what you know. Building up this confidence comes through practice. When reviewing for a test, I encourage my students to rework the problems in the study guide, the problems that appear in the Chapter Test, rework homework problems (especially odd numbered ones that generally have answers in the back of the book), etc. I also try to encourage my students to try and find online quizzes or applets that will help them review problems as well. These tend to be a little more interactive and enjoyable as opposed to reworking problem after problem on paper. M Foshee

Inevitably each year several students begin the school year by telling me they can't do math. This mindset is a huge barrier to learning. We discuss how each person has his or her talent set, and for some people math is easier or more difficult. This doesn't mean it can't be done, only that it will take more effort. I get excited when students make mistakes because this means they are trying. We can analyze mistakes and continue learning. This philosophy generally helps alleviate math anxiety. One student told me she absolutely could not do division. She had failed at it last year, went to summer school, and had a tutor, all to no avail. Once we broke through the "I can't" wall, she learned rather easily. With a huge grin, she told me math is now her favorite subject. T. Stilts

[edit] References and other links of interest

http://jcc.sunyjefferson.edu/tgrosse/whatis.htm

http://www.lemoyne.edu/academic_advisement/academic_support_center/mathanx.htm ©2000 - 2003 LE MOYNE COLLEGE

http://www.mathacademy.com/pr/minitext/anxiety/#what Copyright © 1997-2004, Math Academy Online™ / Platonic Realms™.

http://www.mathpower.com/anxtest.htm Copyright © 1997-2003, Ellen Freedman, Do You Have Math Anxiety? A Self Test

http://www.math.com/students/advice/anxiety.html Copyright © 2000-2005 Math.com, Study Tips and Math Anxiety

http://wc.pima.edu/~carem/TESTTIPS.html Cynthia Arem, Ph.D., Chair of Social Sciences Pima Community College

The Causes and Prevention of Math Anxiety

Baroody, A. J., with coslick, R. T.(1998). Fostering children's mathematical power. An Investigative approach to K-8 mathematics instruction. New Jersey: Lawrence Erlbaum Associates, Inc.

Ellis, A., & Harper, R. A. (1975). A new guide to rational living. North Hood, CA: Wilshire.

Tobias S. (1993). Overcomign math anxiety. New York: w.w. Norton & Company, Inc.

Tobias, Sheila. Overcoming Math Anxiety. W.W.Norton & Company, Inc., New York. Copyright 1978.

Woolfolk, A. E. (1995), Educational Psychology (6th ed). Allyn and Bacon.