100% found this document useful (1 vote)
4K views25 pages

Mathematics Anxiety

This document discusses mathematics anxiety, including its definition, causes, who experiences it, when it occurs, and what creates it. It also discusses how teachers can help reduce mathematics anxiety in students. Specifically, it defines mathematics anxiety as feelings of tension and anxiety that interfere with manipulating numbers and solving math problems. It occurs in situations involving math. Teachers can help reduce it by being aware of it, discussing past experiences that influence math attitudes, and using techniques that build confidence and a positive learning environment.

Uploaded by

ViaNah TOh
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
100% found this document useful (1 vote)
4K views25 pages

Mathematics Anxiety

This document discusses mathematics anxiety, including its definition, causes, who experiences it, when it occurs, and what creates it. It also discusses how teachers can help reduce mathematics anxiety in students. Specifically, it defines mathematics anxiety as feelings of tension and anxiety that interfere with manipulating numbers and solving math problems. It occurs in situations involving math. Teachers can help reduce it by being aware of it, discussing past experiences that influence math attitudes, and using techniques that build confidence and a positive learning environment.

Uploaded by

ViaNah TOh
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 25

UNIVERSITI PENDIDIKAN SULTAN IDRIS (UPSI) 35900 TANJONG MALIM PERAK DARUL RIDZUAN SME 3023: Trends and

issues in education for mathematical sciences Task: Mathematic Anxiety NAME KOON YOKE SHAN LIM SIEW YONG LIM ZI SHAN VIANAH TOH UNG HUI WENG NO MATRIC D20081032394 D20081032407 D20091034562 D20091034568 D20091034579 PROGRAMME PENDIDIKAN EKONOMI PENDIDIKAN EKONOMI PENDIDIKAN PERAKAUNAN PENDIDIKAN PERAKAUNAN PENDIDIKAN PERAKAUNAN

LECTURER: PROF. DR MARZITA PUTEH

KOON YOKE SHAN (D20081032394)

1.

What is Mathematics anxiety?

Answer: Mathematics anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Mathematics anxiety can cause one to forget and lose ones self-confidence. People who suffer from mathematics anxiety feet that they are incapable of doing activities and classes that involve mathematics. Some mathematics anxious people even have a fear of mathematics or mathematics phobia. Mathematics anxiety is an emotional rather than intellectual problem. However, it interferes with a persons ability to learn mathematics and therefore results in an intellectual problem. The prevalent problem that the Malaysian Education System is facing concerning mathematics and review some of the literature that will provide a theoretical basis for the discussion of the construct, namely mathematics anxiety. Lindquist (1981) described mathematics anxiety as involving feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and / or learning situations. He further states that mathematics anxiety can prevent students from doing their best, from passing fundamental mathematics courses or from pursuing advanced courses in mathematics or the science.
2.

Why does Mathematics anxiety happen? Answer : Mathematics anxiety happen because not serious in producing the qualities of teachers that is personally, professionally and socially balanced, and, that, is unable to uphold the goals that had been set in the Philosophy of Teacher Education in Malaysia. Mathematics is often considered to be difficult and unpleasant by many students. Solving mathematical problem seems to be an impossible and frightening task to many students. Mathematics anxiety happen ones related to the personality or disposition of the individual, the situation or the environment of the individual in the past. The dispositional antecedents include confidence in ones ability to do mathematics, doubt about self as a person, need for approval, need to achieve, attitudes towards mathematics, factors related to intellectual functioning and self blame. Situational antecedents include the way mathematics is taught, personality of the teacher, classroom or school factors and antecedents of test anxiety. Finally environmental antecedents include sociological factors such as socio-economic status, parental factors and sex role socialization (Byrd,1982).

Mathematics anxiety is also caused by a lack of understanding of mathematics. Innate disability; instrumental learning / relational learning; sharp discontinuity between arithmetic and algebra; language of mathematics, teachers, rigidity of mathematics; the affective domain; learning styles; developmental lag; relevance of mathematics; memory; divergent thinking and social rationale is the variable that contributed to mathematics anxiety. 3. Who has Mathematics anxiety?

Answer : Mathematics anxiety among men and women is not uncommon. Mathematics anxiety occurs in both males and females and care must be taken not to add mathematics anxiety to the stereotype view that females are less capable in mathematics than males, just because females have a known tendency to be more willing to report their feelings than males (Lindquist, 1981). This might be a factor to take into account in interpreting the finding of English (1989) quoted above, that female teachers are more likely to exhibit higher mathematics anxiety. Mathematics anxiety is considered to be a common characteristic among many students and adults (Buxton, 1981). Student has Mathematics anxiety. Adult educators must become fully informed of mathematics anxiety if the particular and specific learning needs of the under-educated adult student are to be met. Adult instructors must be able to identify the student with a fatalistic attitude (Lazarus,1974). Even though mathematics anxiety is related to other types of anxiety, many capable people who are not generally anxious are anxious about mathematics (Richardson and Suinn, 1972). A study by Betz (1978) suggests that mathematics anxiety is a problem for many college students, including even those in advanced mathematics classes, whose majors require an extensive background in mathematics. Another study done by English (1989) on in-service teachers reveals that teachers exhibiting higher mathematics anxiety levels were more likely to be female, more likely to have a lower attitude toward mathematics, less likely to have performed well in mathematics course, more likely to have completed fewer mathematics courses, more likely to have chosen to teach in the lower grades and less likely to have felt competent in teaching mathematics. The report of the Cockcroft Committee (1982) mentioned earlier, found that anxiety toward mathematics was common among secondary school students. Primary school teachers are often found to suffer most acutely from mathematics anxiety

(Briggs, 1993; Briggs and Crook, 1991), possibly because of the lack of a firm foundation in mathematics, coupled with the nature of the subject itself. Teacher or teacher trainees also has mathematics anxiety. 4. When does Mathematics anxiety occur?

Answer : Math-avoidance can be caused by the fear experienced from contact with mathematical activity. A large number of students minds go blank momentarily even when a simple mathematical calculation is called for. Mathematics anxiety occur when someone has the signs such as sweating palms, queasy stomach, panic, fear, clenched fists, cold sweat, helplessness, tension, distress, dry mouth, unpleasant, tremor, heart palpitation and breathing difficulty, shame and an inability to cope and so on. Both physically and psychologically these are the feelings that many experience when confronted with any mathematical situation. A teacher who is in love with a subject tends to infect students with a similar enthusiasm, whereas a teacher who hates and fears mathematics will influence students negatively. Passing on negative attitudes towards this important field of knowledge is potentially harmful. 5. What create Mathematics anxiety?

Answer : Teacher-students relationship, teachers style of teaching, examination pressure, parental and peer group influences were identified as the main factors contributing to the Mathematics Anxiety. Lazarus (1974) argued that mathematics anxiety results from poor instruction and poorly designed mathematics curricula. It is related to the abstract nature of mathematics (Burton, 1979; Brush, 1981; Ferguson, 1986). Poor spatial skills (Tobias, 1976) make mathematical comprehension difficult for many people. From the affective perspective, Brush (1991) commented that mathematics anxiety arises from a climate in which negative attitudes and anxiety are transmitted from adults to children. McMillan (1976) found that teachers attitude and enthusiasm toward a subject had greater impact on student attitudes than did instructional variables. More specifically, teachers with mathematics anxiety transmit their anxiety to their students (Kelly and Tomhave, 1985; Bulman and Young, 1982 and Lazarus 1974). Furthermore Lazarus (1974) and Wilhelm and Brooks (1980) added that negative parental attitudes may be transmitted to their children and that parents often reinforce their childrens

mathematics anxiety. Mathematics anxiety obviously develops in some persons during the early years of schooling (Brush, 1991). Puteh (1998) found that the causes of mathematics anxiety were related to teacher personality and their style of teaching, public examinations and their effect, affective domain such as personality, feelings, worries, difficulties, parental expectations, peer group influences and relevance. Some students who do well in other subjects are convinced that they cannot do mathematics due to poor experiences in past mathematics classes. They have developed a fatalistic attitude, fully expecting to fail in any attempts at mathematics (Morris 1981). The fatalistic attitude of these students becomes a self-fulfilling prophecy, reinforcing their convictions that they cannot do mathematics. Atkinson (1989) reveals that there is a meaningful correlation between mathematics anxiety and confidence in learning mathematics, test anxiety, motivation, perception of teacher attitudes and perceived usefulness of mathematics. However, the research further concludes that only the first three variables are significant predictors of mathematics anxiety. Lindquist (1981) found that the level of mathematics studied strongly influences how a college student will feel about mathematics. This study also found that the level of mathematics anxiety is related to scores on a standardized mathematics achievement test. The meaningful study of any subject depends in part on the learners interest and this interest is in turn affected by attitude and ability in the subject.

6. How did you (teacher) reduce Mathematics anxiety? Answer : Teachers or teacher trainees aware of the existence of mathematics anxiety might be a starting point for them to help their students reduce their mathematics anxiety at the same time. A discussion or a contemplation of the events in our past that have formed the basis for our

feelings about and attitude towards mathematics today should help focus our feelings. Feelings and attitudes are a part of what we are and we should recognize them and try to identify their origin. Then we are able to do something constructive about them. Teacher may have been kind, but the discussion of emotional response was not seen as part of the teaching process. Loathing mathematics is an emotional response and the first step in overcoming it is to appraise ones opinions about mathematics in a spirit of detachment. Teacher played their part in creating the feelings that they have towards mathematics. Teacher should contribution to positive feelings such as praise students when students able to solve a mathematical task. Teacher should show confidence when teaching mathematics. 7. How did you (Teacher) eliminate Mathematics anxiety? Answer : It is all but impossible to avoid mathematics in daily life or in teaching. So anxiety about mathematics must be addressed. The mathematical progress of many trainees was clearly undermined by their teachers way of handling them in the classroom. Teacher-students relationships seemed to have affected their attitudes positively. Teacher should take initiative in an interaction woth students when they think students have difficulties with the mathematics. Teachers habit of blaming the students for not understanding what was being taught have to change because it will created a barrier between the teacher and the student relationship. Trainees should request their teachers assistance. The way the teachers ridiculed the students also seemed to play an important role in the respect. Teacher should encourage students ask question. Many expressed their fear of strict and fierce teachers and associated this phenomenon with negative feelings towards mathematics. Teacher should be nice and smile with students when mathematics class and teacher must show the interest to mathematics first before teacher teach. It is because Aiken (1976) reported more generally that the attitudes of teachers themselves towards mathematics have an influence on their pupils attitudes and also an influence on the style and methods that they will then adopt in imparting the knowledge and skills of mathematics in their turn. Teacher should not force and even a certain degree of violence in the hope of making the students learn mathematics or even excel in mathematics. The teachers of mathematics begin teaching in the way they themselves were taught, mainly by telling, showing, modeling, leading and asking, as stated by Maher (1988, p 4.) and its teaching seemed to imply the need for an authoritative teaching style in which the teacher is responsible

for explaining things clearly and helping students to find the right answer. Teacher should show interest in teaching the students and concerned with students needs, so that students tend to learn mathematics. Qualities in teachers such as patience, gentleness, caring, encouragement, kindness, helpfulness, guiding, always being concerned, giving lots of attention to the students individual needs and listening to the students problems regarding mathematics are some of the most prominent qualities that the students valued and treasured. These qualities that were shown by their teachers were perceived as a contribution to their liking of mathematics. Teacher who were very concerned, guiding and showing patience, seemed to win the students attention. The caring and encouraging attitudes that their teachers showed had a large positive effect on the students. Teacher shouldnt using an old fashioned way of teaching mathematics such as memorizing, rigidity and practice, chalk and talk, figuring the numbers by hand, rigidity in the way the lesson was conveyed.

LIM SIEW YONG (D20081032407) Question 1: What is Mathematics anxiety? Mathematics anxiety is a kind of negative feeling or attitude towards Mathematics. The negative feeling stated means tension and fear of the manipulation of numbers and solving problems

involving mathematics in daily life and academic. Sherard (1981) define Mathematics anxiety as a fear of mathematics or an intense, negative emotional reaction to mathematics. People who cannot take part in activities and classes which related to Mathematics are those who suffer from Mathematics anxiety. People who always avoiding themselves from Mathematics also been categorized in Mathematics anxiety problems. This usually happen when someone do not understand mathematics well. Furthermore, mathematics anxiety is a kind of problem that must be reduce and eliminate as soon as possible because it will affect someones performance in mathematical problems. Those who had mathematics anxiety usually cannot perform well in their examinations because they believe that they are weak in mathematics.

Question 2: Why does Mathematics anxiety it happen? The main reason that causes Mathematics anxiety to happen is because the negative experiences involving mathematics. For example, the students get poor result in the examination although he or she has work really hard for it. This may lead them to avoid mathematics and they feel that they will not be able to perform well in Mathematics. Besides that, Mathematics anxiety might happen because the victim are lack of confidence towards themselves in mathematics. Victims who had Mathematics anxiety usually give up easily, always blame themselves because they cannot perform well in mathematics and feel dislike to being challenged. Mathematics anxiety might also happen when students teach by their teacher who are also a victim of Mathematics anxiety. This is because teachers who face Mathematics anxiety could not teach Mathematics well. Furthermore, students are scare of the teachers attitude for example the teacher are not understanding and fierce also may cause Mathematics anxiety to happen. Less of encouragement and motivation from the family, teachers and friends may also leads to Mathematics anxiety. Students who have supportive family that always spend time with

them and teach them mathematics, study group with peer groups and supportive teacher are less likely to face mathematics anxiety.

Question 3: Who has Mathematics anxiety? There are two groups of people that facing Mathematics anxiety. Firstly is the student themselves. Mostly the students for instance the secondary students who had low grades in their Mathematics examination will get Mathematics anxiety. This is because they will develop a fatalistic attitude and expect they will not success to perform well in the Mathematics subject (Morris, 1981). Lower secondary students who are going to the Upper Secondary students are most likely to has Mathematics anxiety due to the reason that the subject Mathematics in Upper Secondary are much more tougher than the Lower Secondary. In Upper Secondary level, students need to solve mathematics question with logical steps required. College students will also facing the same problem even though they are major in Mathematics. By reviewing the research making by researcher, not only students are fear to Mathematics but the teacher themselves also facing Mathematics anxiety problems. English (1989) found out that mostly female teachers and those teachers that did not do well in mathematic courses got Mathematics anxiety problems. Not only that, teachers who are not well competent and not motivated enough to teach has Mathematics anxiety.

Question 4: When does Mathematics anxiety occur? By referring to the previous research, Mathematics anxiety may occur in different situation. The first situation is when ones related to the personality or disposition of the individual. This is due

to ones attitude towards Mathematics. For example, if they always blame themselves because they are poor in mathematics, mathematics anxiety had occur. Besides that, when ones related to the situation involving the methods of mathematics being teach, the teachers personality and attitude, classroom and school factors, the problem Mathematics anxiety may also occur. For instance, the teacher are not creative and motivated enough to teach, the impatience and fierce teachers and many more will make the students to feel moody to learn mathematics and fear of mathematics. Examinations may also created a Mathematics anxiety among students. Lastly, Mathematics anxiety also occur when ones related the environment of individual in the past. This include the sociological factors. In a situation that a student is does not get any encouragement from their family may cause them to face Mathematics anxiety.

Question 5: What /Who created Mathematics anxiety? Mathematics anxiety is created by the poor basic of the students in Mathematics. If the student do not have a strong foundation in Mathematics, they will found out that it is hard for them to study deeper about Mathematics and this slowly will created Mathematics anxiety among the students because they cannot perform well in their examinations. Next, the teacher also may create Mathematics anxiety among the students. The teacher themselves who are afraid and had negative attitude towards Mathematics will also influence the students to dislike Mathematics as well. Furthermore, the teachers teaching style may also affect the students whether will caught by Mathematics anxiety or not. Teachers should attract the students by using different kinds of ways so that the student will always have a good perception on Mathematics and will not cause mathematics anxiety problems. The transfer from Lower Secondary to Upper Secondary level may also created mathematics anxiety among the secondary students. Besides that, examinations especially National Examination Ujian Penilaian Sekolah Rendah, Penilaian Menegah Rendah and others will cause Mathematics anxiety.

Question 6: How did you reduce Mathematics anxiety? There are variety ways to cope with the Mathematics anxiety problems. Firstly, the adult educators must read more about Mathematics anxiety so that they had a wide knowledge about Mathematics anxiety. Next, the adult educators must aware of their students who are more likely to face Mathematics anxiety problems so that they can help to overcome their problems. William (1972) said that the adult educators must know the ways to transform anxiety to an effective motivator by combating it. The teachers should also create an effective and proper environment for the students to study Mathematics. Besides that, the teacher should always be sincere, well prepared and motivated to teach the students the subject, Mathematics. For example, the teacher must be creative enough to teach Mathematics. This is to encourage the students to show interest on the subject and slowly overcome the fear of the students in Mathematics. The students who feel enjoy and fun in Mathematics will most likely to perform well in their examinations because the do not face mathematics anxiety problems. Before the teacher try to reduce the Mathematics anxiety facing by the students, the teacher themselves should also avoid themselves from this problem. The research had shown that the peer influence and family attitude had a strong relationship with Mathematics anxiety. So, the encouragement from family and friends play an important role to reduce Mathematics anxiety as the students spend most of their time with their family and friends. For example, the parents or siblings should spend more time with the students to accompany and teach them about Mathematics. Furthermore, the students themselves should like the subject Mathematics and put more effort in it for example they can formed a study group among their friends. This can be proven base on the research made by researcher where the students admit peer group discussion advanced them in the way to solve mathematic problems. Question 7: How did you eliminate Mathematics anxiety? The intervention programmes and math clinics can eliminate the Mathematics anxiety problems. Some of the universities for instance Wesleyan University in Middletown, Harvard University

and others had take action to eliminate mathematics anxiety by forming a math clinic. The objective of this programme is to transform build a positive attitude towards the subject mathematics among the students. The teachers should also create a supportive classroom atmosphere and always give positive math experience to the students so that they will not face Mathematics anxiety. for example the teacher should make sure the students understand the concept and had a strong basic on each topic before they go deeper and deeper about a topic. Besides that, the teacher who had a positive personality also can help to eliminate mathematics anxiety. The research shows that caring teachers may help to overcome mathematics anxiety because the characteristic of a caring teacher for example always listen and concern about the problems facing by the students, patience and many more may attract the students attention and boost their interest to learn mathematics. This is because teacher best influence the students attitude towards Mathematics. The teacher also can do more group activities in class rather than asking the student to solve mathematics question per person on the blackboard in front of the class. Teachers should be trained by attending courses or programmes related with mathematics anxiety may also help to eliminate mathematics anxiety. By the knowledge gain by the teachers during being a teacher trainee in training college can help the teacher to teach the students how to reduce mathematics anxiety faced by them. Other than family encouragement given to the students from time to time, the distribution of grades weighted in National Examinations should change to 50:50 among the written examination and the on-going appraisal may help to eliminate the Mathematics anxiety problems as examination is also a factor that contributes to mathematics anxiety.

LIM ZI SHAN ( D20091034562)

1. What is it Mathematic Anxiety?

According to Tobias (1978), mathematics anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. It can be considered a phobic response, in that the person avoids math and avoids situations where such aspects might be encountered, and feels anxious when such situations cannot be avoided. It interferes with a persons ability to learn mathematics and therefore results in an intellectual problem.

2. When has it happen? According to Lazarus (1974), mathematics anxiety results from poor instruction and poorly designed mathematics curricula. Poor spatial skills also make mathematical comprehension difficult for many people. Besides that, Brush (1976) said that mathematics anxiety arises from a climate in which negative attitudes and anxiety are transmitted from adults to children. Either parent, teacher or both. From the research of Puteh (1998), it was found that the causes of mathematics anxiety were related to :

Teacher personality and their style of teaching. Public examinations and their effect Affective domain, such as personality and perception. Feelings, worries, difficulties. Parental expectations. Peer group influences. The usage of mathematics in everyday life.

3. Who has it?

Students who have the below characteristics is consider to facing Mathematics Anxiety : Low confidence.

Easily giving-up Self blaming for the poor mathematics performance Dislikes of being challenged. Slow learner and low self esteem. Avoid themselves to do mathematics.

4. When does it occur? Mathematic anxiety occur when a person has a sign such as sweating, panic, queasy stomach, fear, clenched fists, cold sweat, helplessness, tension, distress, dry mouth, unpleasant, tremor, heart palpitation and breathing and difficulty. Mathematic avoidance can be caused by the fear experienced from contact with Mathematics activity.

5. Who create it? The creators can be teacher and parent of student. The teacher-student relationship seemed to have affected their attitudes negatively. i. They fear to asking teacher when they dont know how to solve the mathematics problem. They feel shy when ask. As a result, they keep silent and let their brain blank for the question.

ii.

Teacher blaming student for not understanding. It was create a barriers between teacher and student relationship.

iii.

Teacher ridiculing students.

iv.

Teacher strictness and fierceness. It will cause student think negative towards mathematic.

v.

The use of threats and force by teacher.

vi.

Teacher not showing interest in their student.

6. How do you reduce it?

There are several ways to reduces tension towards Mathematics Anxiety: 1. Play the leading role in promoting best practices by setting the tone for the school with teachers, students, and parents; 2. Distribute copies of the NCTM standards and any other pertinent local, state or regional standards documents in order to educate the principal and his/her staff; 3. Hold Family Math Nights to educate parents; 4. Include in the budget monies for professional development; 5. Encourage the use of math manipulative and supplies; 6. Encourage teachers to use a variety of assessment methods; 7. Encourage teachers to share and network with each other regarding ideas that work for them, as well as provide in-service workshops for colleagues.

7. How do you eliminate it?

Here are some ways we can help our students avoid stress about math.

i.

Play math games. Whether you play math games online, get out some numbercentric board games such as Monopoly or Double Shutter, or use some common kitchen items to play with numbers, playing games that are math and numbers oriented is an excellent way to make math fun and get children interesting in doing math.

ii.

Be aware of your own attitude toward math. Have you ever said things such as, Im not good at math, or I just dont like math? If so, consider changing your attitude, or at least not voicing such negative ideas about math out loud. Your child is watching and learning from you, and if you express negative feelings about math rather than talk about the fun and important aspects of math, then you are doing your child a disservice.

iii.

Help student shake off mistakes. One of the best things you can do as you help them develop math skills and learn other academic and life lessons is to assure him that mistakes are something that will happen and that they are learning opportunities. If you can help them put math mistakes into perspective and reminds him that they are what will ultimately help him learn, your child will be less likely to develop anxiety about math.

iv.

Ditch the idea that some people are not good at math. This is a particularly important message for girls, who may pick up the misconception prevalent in the world today that boys are better at math than girls. While some experts have asserted that a math gender gap no longer exists, other researchers have argued that it does; the reason for those differences are likely complex and varied, including parents and educators failure to nurture girls confidence in math, societal pressure for girls not to succeed in math, and parents and teachers failure to spot girls early struggles with math, which can then worsen over time.

VIANAH TOH (D20091034568)

1. What is the mathematics anxiety? Math anxiety is a phenomenon that is often considered when examining students problems in mathematics. It has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in wide variety of ordinary life and academic situations. Mathematic anxiety cause one to forget and lose ones self- confidence (Tobias, 1978). It determined that math anxiety is related to poor math performance on math achievement tests and that math anxiety is related to negative attitudes concerning math.

2. Why does it happen? Math anxiety is often developed as a result of a students prior negative experience when learning math in the classroom or at home. Teachers and parents often exacerbate a childs level of anxiety by imposing their personal views about math. Each negative experience is transferred into the thoughts of any future math work and ultimately causes a lack of understanding of mathematics. Traditionally, students have been taught to memorize mathematical concepts without actually working through problems and comprehending the reason behind the math skill. This along with being unprepared greatly contributes to a childs increased level of math anxiety. The existing attitudes towards mathematics came mainly from: The experience of learning mathematics The teachers personality and style of teaching The system and examination pressure Parental and peer group pressure

3. Who has it?

Students who are involved in situation such like gets anxious at just the thought of making that required math class, worry about having to figure out everyones bill when have lunch with their friends or trying to avoid from activities or other classes that may involve mathematics are student who suffering from Mathematics Anxiety. While the actual symptoms of math anxiety can differ from person to person, there are behaviors and feelings commonly associated with it, such as lack of confidence, paranoia, panic and passive behavior.

4. When does it occur?


-

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.

5. What/ who create it? There are many interrelated factors contributed to the formation of mathematics anxiety and especially among teacher trainees is not uncommon as previous studies have already indicated (Haylock, 1995). The relationship between teaching style and mathematics anxiety depends on how the teacher behavior and techniques. The most significant contributions to the formations of negative attitudes and mathematics anxiety appear to be (Puteh,2002) Students fear of asking for help Teacher blaming students for not understanding Teachers ridiculing students Teachers strictness and fierceness Use the threats and force by teachers

Teachers not showing interest in their students; A teaching style which emphasizes the transfer of information and routines with attention to the little attention to the learning of the individual.

Mathematics anxiety also could occur from family and parental influences towards mathematics and peer group influences. Parents affect the childs attitude and performance in three ways according to Poffenberger and Norton (1959), which is: i. ii. iii. By parental encouragement By parents own attitudes; By parental expectations of childs achievement.

The lack of support and concern from families for their performance in mathematics seems to have contributed a lot to the negative attitudes. On the other hand, peer group influences is depend on the group of friends these trainees were in, either positive or negative effects on their attitudes to mathematics. 6. How do you reduce it? To reduce math anxiety, teachers should focus on the importance of classroom design. They should strive to create a space that encourages each individuals strengths and successes. Math lessons should be prepared to address a variety of learning styles. Studies have shown that students learn best when they are active rather than passive learners (Spikell, 1993). Marilyn

Curtain-Phillips (1999) identified that students today have a need for practical math. Therefore, math needs to be relevant to their everyday lives. Students enjoy experimenting. To learn mathematics, she stated that, students must be engaged in exploring, conjecturing, and thinking rather than engaged in only role learning of

rules and procedures. It is recommended that all teachers incorporate technology, cooperative learning, and math manipulatives into their math lessons for all students.

Teachers are encouraged to use cooperative learning by placing students in pairs or larger groups where all of the students maintain an equal role. The students will learn to share in the groups successes and accomplishments. These successes will contribute to the students overall (positive) feeling about the work. During group activities, it is the teachers responsibility to promote the groups successes, by praising even the smallest accomplishments.

7. How do you eliminate? These are suggested constructive techniques and strategies to prevent math anxiety among students, the techniques that can be used are; Create a positive Supportive classroom atmosphere Stress understanding the thought process Dispel the math mind myth Provide new positive math experiences Use concrete materials to teach content Make sure each concept is understood before continuing Reduce tension and pressure in mathematics classes Give positive feedback on written tests and be sensitive but determined.

UNG HUI WENG (D20091034579)

1. What is Mathematics Anxiety? Math anxiety is a phenomenon that is often considered when examining students problems in mathematics. It is a feeling of tension, apprehension, or fear that interferes with math performance. For the most part, math anxiety is the fear about doing the math right, our minds draw a blank and we think we'll fail and of course the more frustrated and anxious our minds become, the greater the chance for drawing blanks. Added pressure of having time limits on math tests and exams also cause the levels of anxiety grow for many students.

2. Why does it happen? 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!

3. Who has it? In fact, s person who has high math anxiety may actually be unable to perform well on test, and may be unable to learn in a mathematics classroom. Math anxiety also directly contributes to avoiding mathematics (Tobias &Weissbrod, 1980, p.63). It is logical to avoid situations which bring on anxiety reactions.

4. When does it happen? 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

5. What/ who created it? Mathematics anxiety results from poor instruction and poorly designed mathematics curricula. It is related to the abstract nature of mathematics. Poor spatial skills make mathematical comprehension difficult to many factors which are interrelated with one another and hence it is difficult to pin point its actual roots. Math anxiety arises from a climate in which negative attitudes and anxiety are transmitted from adults to children. Besides that, teachers attitude and enthusiasm toward a subject had greater impact on student attitudes than did instructional variables more specifically, teachers with mathematics anxiety transmit their anxiety to their students. Apart from that, negative parental attitudes may be transmitted to their childrens mathematics anxiety.

6. How do you reduce it? A positive attitude will help. However, positive attitudes come with quality teaching for understanding which often isn't the case with many traditional approaches to teaching mathematics. 2. Ask questions, be determined to 'understand the math'. Don't settle for anything less during instruction. Ask for clear illustrations and or demonstrations or simulations. 3. Practice regularly, especially when you're having difficulty. 4. When total understanding escapes you, hire a tutor or work with peers that understand the math. You can do the math, sometimes it just take a different approach for you to understand some of the concepts.

5. Don't just read over your notes - do the math. Practice the math and make sure you can honestly state that you understand what you are doing.

6. Be persistent and don't over emphasize the fact that we all make mistakes. Remember, some of the most powerful learning stems from making a mistake.

7. How do you eliminate it? Teachers treat students' error as a kind of learning opportunity. Teachers encourage various ways of thinking and multiple solutions, including students' informal strategies as long as they are reasonable. 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! 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. 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.

You might also like