Math Anxiety: Myth or Monster?
National Council of Teachers of Mathematics
79th Annual Conference
Orlando, Florida
National Council of Teachers of Mathematics
Central Regional Conference
Paducah, Kentucky
Math World:
New Standards for the New Millennium
Kay Haralson, Associate Professor
Austin Peay State University
Clarksville, Tennessee
State supported liberal arts institution
Clarksville, Tennessee
Approximate enrollment of 6500 students
Approximately 50% of the student body is
greater than 24 years of age.
Definition of Math Anxiety
“Tobias and Weissbrod (1980) defined
math anxiety as the panic, helplessness,
paralysis, and mental disorganization
that arises among some people when
they are required to solve a
mathematical problem.”
Fiore, 1999
Definition of Math Anxiety
Robinson and Simone (1976) defined
math anxiety as “feelings of tension and
anxiety that interfere with the
manipulation of numbers and the
solving of problems in a wide variety or
ordinary life and academic situations.”
Definition of Math Anxiety
Math anxiety is a learned emotional
response to one or more of the following:
1.
2.
3.
4.
Listening to a lecture
Participating in a math class
Working through problems
Discussing mathematics
http://www.lemoyne.edu/academic_affairs_support_center/mathanx.htm
Physical Symptoms of Math Anxiety
queasy stomach, butterflies
clammy hands and feet
increased or irregular heartbeat
muscle tension, clenched fists
tight shoulders
Physical Symptoms of Math Anxiety
feeling faint, shortness of breath
headache
shakiness
dry mouth
cold sweat, excessive perspiration
Psychological Symptoms of Math Anxiety
negative self-talk
panic or fear
worry and apprehension
desire to flee the situation
or avoid it altogether
a feeling of helplessness or
inability to cope
Psychological Symptoms of Math Anxiety
mental disorganization, incoherent
thinking
feelings of failure or worthlessness
extreme tension and nervousness
inability to recall material studied
Math Anxiety can be Related to
attitudes of parents, teachers or other
people in the learning environment
some specific incident in a student’s
math history which was frightening
or embarrassing
poor self-concept caused by past
history of failure
Math Anxiety can be Related to
teaching techniques which emphasize:
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time limits
the right answer
speed in getting the answer
competition among students
working in isolation
memorization rather than understanding
Math Anxiety can be Related to
student attitudes:
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dropped stitch concept
distrust of intuition or ability
negative self-talk
giving up before really beginning
depression and feelings of failure
expectations of divine intervention
Causes of Math Anxiety
“Evidence suggests that math anxiety
results more from the way the subject
is presented than from the subject
itself.” -- Greenwood
Causes of Math Anxiety
Few math classes are structured in such
a way as to relieve anxiety. There will
always be time limits, right answers,
and competition. Reducing math
anxiety will not make students ‘smarter’
in math. However, it could allow a
students to reach their full potential.
Suggestions for Reducing Math Anxiety
“Many people label mathematics as
hard, when it would be more correct to
say that learning mathematics is hard
work.”
-- Mitchell & Collins
Suggestions for Reducing Math Anxiety
Students are responsible for their feelings,
attitudes, level of classroom and test
preparation. The most effective thing a
student can do to reduce their math anxiety
is to
BE PREPARED.
Suggestions for Reducing Math Anxiety
Often, students with math anxiety need
to be taught how to ‘be prepared.’
A teacher of mathematics not only is
responsible for the instruction of
mathematical concepts, but is also
responsible for helping students ‘learn
to learn mathematics.’
Suggestions for Reducing Math Anxiety
Teachers can offer the following
suggestions to students:
◊ Realize you are not alone. Many
people suffer from feelings of anxiety.
◊ Realize that there can be psychological
as well as physiological reactions.
◊ Explore relaxation techniques to control
the physiological reactions of math
anxiety.
Suggestions for Reducing Math Anxiety
◊ Do not rationalize your
performance by thinking,
“
“I was never good at math.”
What you were is not the
same as what you can become.”
◊ Take an active role in learning ‘how to’
study mathematics by attending study
skills workshops and reading study skills
material.
Suggestions for Reducing Math Anxiety
◊ Practice mathematics every day. Be willing to
spend many hours developing your confidence
in solving mathematical problems.
◊ Focus on the successes you have experienced
in mathematics rather than the failures.
◊ Get to know your instructor so you will feel
more comfortable in approaching her for
assistance outside the class.
Suggestions for Reducing Math Anxiety
◊ Do not try to merely survive a
mathematics course through
memorization alone. UNDERSTANDING
concepts is the key to successfully
learning mathematics.
◊ You cannot study ‘too much’ or ‘too
often.’ Overlearn the test material to
enable you to recall facts, formulas and
procedures quickly.
Suggestions for Reducing Math Anxiety
◊ Approach the learning of
mathematics prepared for
the experience and DON’T
GIVE UP.
Student Responsibilities
Students have responsibilities in their
mathematics learning environment:
Students must understand that learning
mathematics is time consuming.
Students must understand they are
responsible for their own learning.
Students should appropriately
prepare for class.
Student Responsibilities
Students must take responsibility for
learning material presented in their
absence.
Students should seek assistance when
they need help and ask questions when
the don’t understand.
Students must understand that in order
to learn mathematical concepts, they
must not be afraid to make mistakes.
Student Responsibilities
Students should practice mathematics
daily, with the intent to understand the
material, not just go through the
motions.
Students should prepare for a test in a
fashion similar to an athlete
or a performer preparing for
an event.
Teaching to Diffuse Math Anxiety
“A teacher must do more than just
give great lectures. Success for
many students is related to how we
make them feel in class.”
-- Fiore, 1999
Teaching to Diffuse Math Anxiety
Create a comfortable, calm,
non-threatening learning
environment.
Demonstrate your caring for students’
feelings and learning.
Encourage student to ask questions &
be willing to answer any and all that
arise.
Teaching to Diffuse Math Anxiety
Handle incorrect responses positively to
encourage student involvement and to
enhance confidence.
Never make a student feel ‘stupid,’
deliberately or unintentionally.
Communicate your enjoyment of
mathematics in your teaching.
Teach for understanding, not just
replication of the procedure demonstrated.
Teaching to Diffuse Math Anxiety
Do not prejudge a student’s ability or
make assumptions about a student’s
motivation, without exploring the
background and/or life situation of the
student.
Encourage students to maximize their
abilities to learn and not to give up.
Persistence is as important for success
as intelligence.
Teaching to Diffuse Math Anxiety
Avoid forcing anxious students into
intimidating circumstances, such as
working problems on the board or being
singled out to answer a question in
class.
Provide students alternative
ways of participating in class
until their confidence level
improves.
Student Observations
“Teachers should be approachable,
understanding, firm but fair.”
“Teachers should show they really care
and want their students to learn.”
“Be comfortable with each individual
student and show compassion.”
“Make the classroom a friendly place to be.”
“Encourage student interaction in study
groups.”
Student Observations
“Be available to help us without making us
feel we should know the work already.”
“Don’t make students feel stupid for asking
questions.”
“Be open to questions. Answer all
questions without appearing irritated.”
“Don’t ridicule students, or encourage
others to make fun of students for asking
questions or working problems wrong.”
Student Observations
“Worry more about student understanding,
than if you have covered the quota of
material for the day.”
“Instructors should not overestimate or
underestimate their students.”
“Instructors should be confident and
exhibit a sound understanding of their
subject matter.”
Student Observations
“Explain problems step by step.”
“Relating algebra concepts to arithmetic
concepts, helps me to recall the correct
steps.”
“Give examples that will be relevant
outside the classroom.”
“If there is no familiar concept to relate
the pieces of the math puzzle to, the
result is fear, anxiety and failure.”
Student Observations
“Don’t expect every student to learn
the first time something is taught.
Students need time to internalize
what is being taught.”
“A teacher is there to change the life
of at least one student.”
Math Anxiety: Myth or Monster?
To receive a copy of the
power point presentation
of this session,
e-mail your request to:
haralsonk@apsu.edu
or go to the website:
www.apsu.edu/haralsonk and click on
Math Anxiety