Math Anxiety
Michelle Lipko
Wilkes University
Fact or fiction? Does math anxiety in females produce fewer engineers, scientists,
and doctoral candidates? Recent research supports such conclusions. Math anxiety
overall causes a decline in performance when math is performed under timed, high-stakes
conditions, both in laboratory tests as well as in educational settings. This means that
math achievement and proficiency scores for math-anxious individuals are
underestimates of true ability. The primary cognitive impact of math anxiety is on
working memory. This is particularly problematic since working memory plays an
important role in math performance.
(Ashcraft, M. & Moore, A., 2009).
Does anxiety have a direct impact on math performance? Yes, and so does
memory. A recent study showed that both memory and anxiety were found to directly
affect math performance. Anxiety served as a moderator of the relationship between
memory and math for almost all measures of math achievement. The moderating effect
of anxiety was stronger for long-term retrieval than for short-term memory. It is
therefore possible to improve math performance in students with low anxiety but poor
memory by improving the students’ memory strategies. (Prevatt, F., Welles, T., Li, H. &
Proctor, B., 2010)
What can be done to decrease math anxiety? Relatively simple changes such as
encouraging students to take college preparatory and high level math courses in junior
and senior high school. The completion of Algebra 2 can decrease the percentage of
students dropping out of college as well as increase their ability to attain career success in
both traditional and non-traditional occupations. (Shepka, J. & Keating, D., 2003)
Another method of improving math performance and reducing math anxiety is to disguise
math concepts when teaching them. Research on academic learning indicates that many
students experience major difficulties with introductory statistics and methodology
courses. However, studies have shown that when mathematical tasks are presented in
domains of other disciplines such as biology or psychology, students’ performances
where not thwarted. (Tomasetto, C., Matteucci, M., Carugati F., & Selleri, P., 2009)
Math anxiety is most prominent among minority females who are raised in female
headed households that are below the poverty level. Economic factors as well as the
mother’s educational level are the primary causes for female students to experience
anxiety. Girls-only instruction at the middle and secondary level has also been proven to
reduce the number of females experiencing math and science anxiety. (Shapka, J.&
Keating,D., 2003) In a longitudinal study of almost 800 participants, those in a girls-only
classroom out performed their peers. Variables such as preexisting achievement,
background, and psychological characteristics were all accounted for in this study.
Interestingly, females in general perform better than males on standardized tests
but do not perceive themselves as higher achievers than males. Math anxiety is not
greater in females until they reach the age of fourteen. Prior to that, math anxiety
between males and females is generally the same. As they aged, students of both sexes
became significantly less anxious, especially those that had completed college
preparatory courses. (Shapka, J.D. & Keating, D.P., 2003 ).
References
Ashcraft,M.H. & Moore, A.M. (2009). Mathematics Anxiety and the Affective Drop in
Performance. Journal of Psychoeducational Assessment, 27, 197-205.
Prevatt, F., Welles, T.L., Li, J., & Proctor, B. (2010). The Contribution of Memory and
Anxiety to the Math Performance of College Students with Learning Disabilities.
Learning Disabilities Research & Practice, 25, 39-47.
Shapka, J.D. & Keating, D.P. (2003). Effects of a Girls-Only Curriculum during
Adolescence: Performance, Persistence, and Engagement in Mathematics and
Science. American Educational Research Journal, 40, 929-960.
Tomasetto, C., Matteucci, M.C., Carugati, F., & Selleri, P. (2009). Effect of Task
Presentation on Students’ Performances in Introductory Statistics Courses.
Social Psychology of Education: An International Journal, 12, 191-211.