Ramos, Csharleen Angela C. S1 A2 MATH 10-B 1. Why is it important to reduce math anxiety in one's own life? It is important to reduce math anxiety in one’s own life because according to Ashcraft & Kirk (2001); Eden, Heien & Jacobs (2013); Ma (1999), academic stress particularly in a mathematics subjects can disrupt memory performance, resulting in much more errors and a reduced capacity to engage in mathematics effectively. According to TED-ed (2017) as Rubinsten said, instead of worrying about mathematics, just answer or practice mathematics problems and do not think that mathematics is hard. As the saying goes “You’ll never know unless you try”. However, do not pressure yourself, you practice at your most convenient way so in that way, you can accomplish a great result while learning to practice math in an easy or interactive way. 2. State techniques that might help in reducing math anxiety and explain how these can improve math performance. According to Rubinsten, one technique can be the growth mindset. Every phase of learning mathematics is important but do not be stuck with just having math anxiety, practice so you may gain more confidence. Always remember that you just have to slow it down and take your time to process the learnings. The anxiety is not a reflection of your abilities. As an accountancy student, I believe that practicing repeatedly is a technique you can use to reduce math anxiety. With practice, use all your resources for you to have different references that may help you in different kinds of situations. This will improve math performance in a way that we are already engaged with the subject because of practice. Last technique is to be organized. Being organized with your schedule may help you focus yourself on committing to study mathematics in your own phase of time. This will reduce your anxiety because you alloted your convenient time for it. 3. From your experience, cite an example of a topic in HS mathematics that you find difficult. Using the idea from the video, how should it be presented so as to make it “human”? (You may have one or two more examples.) A topic in highschool that I find difficult is geometry. An example to make it a human language or the learners to have the ability to understand it is shown below. For example, a 5-year old was given this right angle. First, show them the shapes first so that it can be interactive. TRIANGLE Then show them the corresponding angle for the shapes given. In this example, it is 90°. In this manner, the 5-year old will use more of its visual learning than him/her stressing about how they will answer it in a complicated mathematical way. 4. After watching the video how do you now perceive mathematics in relation to the things you see in your daily life? I now perceive mathematics in a way that it can be easier to understand if we connect it to our daily life. For example, frieze patterns can be seen anywhere and we can also relate it to mathematics. I, myself, consider learning math in a visual way. I am more learning when I see things rather than thinking about it in my imagination because I find it more interesting to really feel its existence. After watching those videos, I may now think that I have confidence in learning mathematics and persevere with its challenges because my mindset is that I do not pressure myself from learning, I just enjoy doing it since I know it can help me as an accountancy student especially with mathematical rules like transposing. We have to be confident in learning because it shows that we are eager to face every challenge that may come. REFERENCES “Mathematics Anxiety.” Www.education.vic.gov.au, www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/Pages/rese arch_overcomingmathsanxiety.aspx. TED-ed. “YouTube.” Www.youtube-Nocookie.com, 27 Mar. 2017, www.youtube-nocookie.com/embed/7snnRaC4t5c?playlist=7snnRaC4t5c&autoplay=1&i v_load_policy=3&loop=1&modestbranding=1&start=. Accessed 10 Feb. 2023.
