Introduction
Math anxiety is a very real issue among today’s society. Sheila Tobias states that millions of people miss out on many professional and technical job opportunities because they fear or do not perform well in mathematics. (Tobias, 1991) For many people the thought of doing mathematics is punishment and is something that induces stress. (Stuart, 2000) Why people feel this way about mathematics can be because of a way a teacher made them feel when in math class or because of a social stereotype. Throughout this paper I will discuss what math anxiety is, what causes it and what teachers and students can do to overcome it.
What is Math Anxiety?
Metje, Frank and Croft (2007) define math anxiety as the irrational dread of mathematics such that it interferes with solving mathematical problems within everyday life and academic situations (Metje, Frank & Croft, 2007). Andrew Perry describes this type of anxiety as an otherwise intelligent person’s inability to cope with mathematics (Perry, 2004). People with anxiety can suffer many reactions and symptoms ranging from avoidance to the physical symptoms of sweaty palms, nausea, heart palpitations and possibly paralysis of thought. (Perry, 2004) Sarah Sparks (2011) states in her article “Math Anxiety: Explored in Studies” the anxiety can literally cut off the working memory needed to learn and solve problems. She further states that this is because highly math-anxious students suffer from intrusive thoughts. It is as though the individuals use up the brain power they need for solving the math problems on worrying (Sparks, 20011). Students who suffer with math anxiety have little or no confidence in their ability to do math and thus will avoid taking math courses if at all possible when they are older and by doing this they are inhibiting their possible future success in a society that is becoming increasingly dependent on mathematical literacy. (Steele & Arth, 1998) Despite what some may say, there is not “math gene” and thus math anxiety is a learned behavior. Since this is the case it can be unlearned (Scarpello, 2007).
Causes
Many studies have been done on Math Anxiety. All of which come to conclude that there are four main sources: Teachers, parents (or other significant adults), past experiences (which is often linked back to teachers) and social stereotypes. It was interesting however to find that the number one cause of math anxiety out of these three was teachers. Scarpello (2007) states that generally people are not math anxious before the starting of school, this anxiety starts with the learning of mathematics (Scarpello, 2007). Steele and Arth (1998) go a step further in stating that students start feeling anxious about math in about the fourth grade. This is when teachers focus more on pencil and paper assessments such paper drill and practice and written tests and assignments (Steele & Arth, 1998).
While looking into material and research done on math anxiety I was surprised to find how much teachers actually contributed to the cause of math anxiety. Many teachers may not realize that some of their methods can cause a student to develop anxiety. However, there are some ways that any humane person must realize that this is not a good way to teach or address anyone, not just students in general. One way in which teachers can be a cause to anxiety is their attitude towards mathematics. In many primary-elementary settings the teacher must be the “Jack-of –all trades”, they must teach all subject areas. Since this is the case, some teachers themselves may have anxieties or negative thoughts towards mathematics (Harper & Daane, 1998). Hebert and Furner (1997) state for many children their first exposure to math maybe their primary teacher, whose training is multi-faced and who maybe anxious about math (Hebert & Furner, 1997).
Teachers may present math as something which is difficult but at the same time claiming that math skills are very important for the students’ future success (Herbert & Furner, 1997). With that being said, teachers may also pass their fear and anxieties of mathematics to the students without realizing it through behaviors of their own discomfort with math (Herbert & Furner, 1997). As many good teachers may try to hide their anxiety with math, children can be very keen and may pick up on signs of when a teacher is not comfortable with the material.
Another way in which teachers can cause anxiety is in the way in which they instruct. Teachers need to be very cautious in the way they present material. One problem persists when a teacher present math in pieces and does not provide a connection between the material, they rush through the material and do not give any further explanations (Herbert & Furner, 1997). This may happen because teachers are pushing to get as much material covered as possible. Perhaps, one example I can think of for this would be in the case of standardized testing such as public examinations. It is up to the teacher to ensure the material is covered. However, pushing the material in this manner is not only detrimental to students who already have math anxiety but to any student. Without this lack of connection and understanding trying to build students confidence in mathematics is next to impossible (Fotoples, 2000). Scarpello (2007) states if a teacher relies heavily on worksheets and does not explain the content within them this can cause a lot of anxiety for students (Scarpello, 2007). Teachers can often fall into what is describe as the lesson cycle. This cycle consists of explaining the problem, do the problem, memorize the algorithms, correct, and test. According to Steele and Arth (1998) this approach is a major source of math anxiety for students, since students may become reliant on memorization and not see the connection to real life situations (Steele & Arth, 1998). Steele and Arth (1998) go on to further state that many students taught using this approach become convinced they will never understand mathematics and will only ‘learn’ it through memorization (Steele & Arth, 1998).
Along with the instruction, if a teacher chooses to give all the students the same work without taking into consideration the different learning styles of the students this can also be a source for anxiety among students (Harper and Daane, 1998). When it comes to the problems being completed if the teacher insists there is one correct method only of completing a math problem, this too can be a source of anxiety (Harper and Daane, 1998). Another technique which may be used by teachers is that of assigning math problems for misbehavior, in that they assign more homework then originally planned because a student may have acted out (Herbert & Daane, 1997).
Another way in which a teacher can cause anxiety for students is in their behavior and attitude. As I inquired further into the issue of math anxiety, almost all researchers mention the fact that past experiences was a major source of anxiety; most of these experiences were with a teacher. Some of these students may have been embassared by a teacher if they did not give the right answer (Harper & Daane, 1997). In one article I read two students gave their stories about their childhood, one stuck with me. This particular student explained how her teacher had called her up to the board to do a problem and she was not sure of how to answer it. The teacher kept her there at the board all day until class was released for the day, the teacher then made her get up in front again the next day) This clearly frightened the living daylights out of her as a child and she states how she still has a major fear of mathematics (Fiore, 1999). This clearly shows insensitivity on part of the teacher.
Other ways in which the teacher’s behavior can affect the students anxiety levels are in the way the teacher may answer a student’s question and how they approach students. Some teachers may show hostile behavior. Teachers may exhibit anger when students ask for further clarification on problems, or a teacher may make an inappropriate comment to the student when they do ask for help. This may phases such as “I explained it once, already, you should know this” or “If you read your textbook, you would not have any problems” (Jackson and Leffingwell, 1999). This can be even further demining for the student if it done in front of their peers or even if the teacher points out the student’s mistakes in front of them (Jackson and Leffingwell, 1999). The teacher may also pretend to be busy when a student asks a question, thus resulting in the student being ignored and not having their questions answered (Jackson and Leffingwell, 1999). I think this could be linked back to the teachers anxiety about math themselves or the fact that the teacher does not “want” to deal with the students questions.
Finally, I would like to mention teachers contribute to a student’s anxiety through their expectations and how they give assessments. Teachers can set their expectations either too high or too low. In one way if the teacher lowers their expectations of the students, the students may have low expectations for themselves and thus begin to believe that they do not have the abilities needed to do mathematical problems (Herbert and Furner, 1997). This lower expectation thus can affect the student’s confidence in mathematics, and when students lack confidence math they may leave school feeling apprehensive about doing even simple math tasks (Scarpello, 2007). On the other end of the spectrum, a teacher can have too high of expectations to the point of being unrealistic. The teacher may expect the students to understand the problem the first time they were explained and because of this, they refuse to re-explain a second time (Jackson and Leffingwell, 1999).
When giving students assessments they typically test using pencil and paper examinations. If the students are not given an efficient amount of time they may panic, since they may feel the pressure of the time constraints (Herbert and Furner, 1997). Also, there were cases mentioned where teachers gave long and complex tests and put material on the examinations which was not covered in the classroom lectures (Jackson & Leffingwell, 1999). Finally, if an instructor does not give any feedback on assessments, students often do not realize where their mistakes were, and this too can cause them to be anxious.
Next, I would like to briefly how parents contribute to math anxiety. Children often look up to their parents and wish to be like them. Thus, if the parents do not have a good attitude towards mathematics, or if they themselves are anxious about mathematics they can pass this attitude onto their children (Herbert & Furner, 1997). The parent’s anxiety can be due to past experiences they had and thus the cycle begins again.
Finally, social stereotypes, be it gender or minorities, have also been a factor leading to math anxiety among students. In the not so recent past females were look at as being less than males. This was also considered the case with mathematics, in that men were presumed to be better at math and the sciences than females (Segal, 1987). This bias can still be a problem today in some cases. Mark Ashcraft (2002) even makes mention of Barbie she used to even say “Math is hard” (Ashcraft, 2002). This bias may still be believed by some teachers today and thus causing anxiety among the female students. Teachers may help the male students more than the female students, and thus the boys were given a more positive response; in the meantime the girls may be ridiculed for not understanding right away (Fotoples, 2000). There may also be the extreme where girls are told not only by society but by the teacher that they do not need mathematics since they are female (Fotoples, 2000).
Prevention and Reduction
There are many things which can be done to help reduce and even prevent math anxiety. But for this to be successful, it requires everyone being willing participates, including the student, the teachers and even the parents. Throughout this section I will be discussing several options which I have found throughout different research articles. I will be mainly focusing on what teachers can do.
When it comes to what parents can do, its crucial that parents take on the attitude that math is important and become involved in what their children are doing (Fumer and Duffy, 2002). Parents can do this through having ‘math nights’ where they do math activities or play math games as a family, this can really help all involved see the value of mathematics and in a fun way (Fumer and Duffy, 2002).
Even though parent can play a very important role in preventing math anxiety, it is up to the teachers to try and ensure if math anxiety has not already developed that it does not, and if it has they have to do whatever they can to reduce the anxiety and try to help the students get a better understanding and gain their confidence back in mathematics. Furner and Duffy state in their article a list of recommendations The National Council of Teachers of Mathematics (2000) released for preventing math anxiety in which teachers should follow. The list is as follows: (1) Accommodate for different learning styles, (2) Create a variety of testing environments, (3) Design positive experiences in math classes, (4) Remove the importance of ego from classroom practice, (5) Emphasize that everyone makes mistakes in mathematics, (6) Make math relevant, (7) Let students have some input into their own evaluations, (8) Allow for different social approaches to learning mathematics, (9) Emphasize the importance of original, quality thinking rather than rote manipulation of formulas. (10) Characterize math as a human endeavor (Furner and Duffy, 2002).
According to Steele and Arth (1998) the NTCM also released five general goals for all students. These are: (1) learn the value of mathematics, (2) become confident in their ability to do it (gain math self-esteem), (3) become mathematical problem solvers, (4) learn to communicate mathematically, and (5) learn to reason mathematically (Steele and Arth, 1998). These goals cannot be met if a student suffers from math anxiety and thus the teacher needs to do whatever they can to help ensure the students are successful in these goals and thus following the recommendations of the NCTM, a teacher has several options to turn to, to help curve a student’s anxiety.
Math anxiety in students can be reduced significantly and maybe even prevented by a teacher simply following “good teaching practices”. These teaching practices include several ideas, one of which is the use of manipulatives (Furner and Duffy, 2002). The use of manipulatives allows the math to become concrete and real. The students get to “see” math and better understand how it works as opposed to the typical sitting and taking notes (Harper and Daane, 1998). Manipulatives can include the use of base ten blocks, algebra tiles and even the internet.
Furner and Duffy (2002) state that the process of reducing math anxiety has to begin with finding out how the anxiety started in the first place for the student (Furner & Duffy, 2002). This process is not only information for the teacher but it is important for the students to recognize when the panic starts or when they begin feeling anxious about the math they are doing; this process can help this (Furner & Duffy, 2002). One method a teacher can use to primarily determine who may be anxious towards math is by implementing a survey to the class at the beginning of the school year. This can then be implemented again later in the year to see if any feelings have changed (Furner & Duffy, 2002).
Teachers can also make use of a math journal. In these journals students can write their “math autobiography”, where they can write about both the positive and negative experiences they may have had with mathematics. This can help the teacher and student determine where the anxiety began (Tobias, 1991). These journals can also be used as a way for the students to express their feelings about experiences they have with mathematics (Furner & Duffy, 2002). Steele and Arth (1998) state journal writing can help students get their attitudes and feelings out in the open, they can reflect on their experiences, what they learned and if they felt successful (Steele & Arth, 1998). Teachers can then use this journal to get an idea of any frustrations students may have with their mathematics experiences (Furner & Duffy, 2002) This can also be used as an alternate form of assessment by having the students explain methods and concepts within them (Furner & Duffy, 2002). I have attached a list of possible journal entry questions in the appendix (see Appendix A).
In this period of time, the world is very technology centered and thus the use of the internet can and should be used as a tool in the classroom. As Furner and Duffy state teachers can take their students on “Internet field trips”. They can visit websites that teach, enrich and allows practice for mathematics. Since many students are very much internet savvy this can take away some of the pressure and anxiety associated with traditional worksheets and get the students enjoying mathematics. Also according to Gundy, Morton, Liu, and Kline (2006) students of recent have a tendency to be more visual learners than in the past. Thus web-based tools may allow the students with math phobia to draw on familiar skills and this can help reduce the tediousness of calculations and ease the computation anxieties. The use of the internet can get the students engaged and make the mathematics process not feel like work (Gundy et. al., 2006). I have attached a list math website in the appendix (See Appendix B).
Next, the attitude of the teacher is extremely important when it comes to preventing and reducing math anxiety in a student. A teacher needs to ensure they are sensitive to the students’ needs and create a safe learning environment. Teachers need to be “mathematical coaches”. They are there to build math self-confidence among the students while refining the skills in which they need to be successful in mathematics (Stuart, 2000). Students do not need sarcasm, they need understanding (Fotoples, 2000). One thing a teachers should never say to a student which is almost certain to produce some anxiety is “you should know this” or “that is a dumb question” as we have seen this mentioned in the previous section. The students are asking questions for a reason and that reason is that they do not understand. Fotoples (2000) states that students should know that the only “dumb” questions are the questions they do not ask (Fotoples, 2000). They need to feel safe and comfortable and be able to ask questions without being ridiculed. Students should therefore be encouraged to ask questions (Chavez & Widmer, 1982). It follows then that both the student and the teacher need to have a proactive attitude (Perry, 2004). Perry (2004) states students should ask questions and the teacher needs to let them know that asking questions is important.
Students also need to know its ok to make mistakes. Chavez and Widmer (1982) state that making mistakes is an important step in learning (Chavez & Widmer, 1982). Being wrong is the right of a student. With that being said, teachers should be careful in how they approach a student’s ‘wrong’ answer. They should point out what is positive about the student’s attempts to the solution so that they encourage them, and they should avoid using statements such as “this is a better way” and simply use “here is just another way” (Steele & Arth, 1998). According to Steele and Arth (1998) teachers must value the student’s method of thinking and respect the frame of reference in which the student is coming from. This leads to the fact that teachers need to listen to the students. Listening, valuing and respecting the student will create a safe atmosphere in which the students will feel more willing to take risks, to ask more questions and to even justify their answers (Steele & Arth, 1998). According to Steele and Arth (1998) some students are able to use creative methods to solve certain math problems and they are unable to explain how they arrived at their solution. If the teacher is flexible about accepting how the students reach and express their answers, then the result could be increased participation (Steele & Arth, 1998).
Another method in which teachers can help reduce anxiety in mathematics is in using alternate methods for assessment. Herbert and Furner (1997) state in their research that traditional forms of pencil and paper timed tests and problem solving theory singular approach is ineffective. Thus, they suggest that more qualitative forms of assessment be incorporates, as well as portfolios, rubrics, observations and group assessments (Herbert & Furner, 1997). According to Steele and Arth (1998) students should also be involved with the development of their assessments. This is considered the mastery learning approach. This is where a series of goals are developed by both the student and teacher, and in which the student only competes with themselves (Steele & Arth, 1998). However, if a teacher still wishes to use the traditional form of testing they can still help reduce the anxiety in students by providing a detailed study guide so the students have a reasonable idea of what to expect on the assessment (Steele & Arth, 1998).
Group work is another technique that teachers can incorporate to help reduce math anxiety. This cooperative group work can also include peer tutoring (Fotoples, 2000). Students often feel less pressure when they are working with their peers. Also, students may explain concepts to on another in a way in which may be easier for them to understand than how adults may have explained it (Fotoples, 2000).
Final Thoughts
To overcome math anxiety it takes a full force effort on behalf of everyone involved, including the student, the teacher and the student’s family. If there is a full effort on all parties involved then the math anxiety felt by the students can be significantly reduce and maybe even alleviated altogether. Throughout this paper I discussed many ways in which parent, and teachers can help students overcome their math anxiety. However, with all the research that has been done and proven I think there is not enough training done to equip teachers to deal with and determine if a student has math anxiety. So I conclude this paper by asking, is there any such in-services out there for teachers to avail of? If so, why is it not implemented as part of the teachers professional development? If not, why not? With all the research that has been done there certainly must be some form of professional development teachers can avail of to help them better understand and deal with math anxiety. I would like to finally end with a commonly known statement “Students will not always remember what you taught them, but they will always remember how you made them feel” (Anonymous).
Appendix A
Possible Journal Entry Questions:
What are your most positive memories of math class?
What is your most negative memory of math class?
How do you think you learn best?
When I don’t understand how to solve a problem, how do I feel?
What challenged you most in math class today?
Appendix B
Math websites:
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