Math Anxiety Research Paper
Instructional Strategies for Reducing Student Math Anxiety
Abstract
In order to create citizens able to compete in a technologically-driven global market, it is critical that education supports and prepares all students in mathematics. Math anxiety greatly affects student performance in math. Math anxiety is negatively correlated with working memory. There are several versions of a survey that measures math anxiety. Instructional strategies that address working memory on the items in the survey should reduce math anxiety.
Introduction
According to the US Department of Education (2007) 75% of the fastest growing occupations require significant science and mathematics training (STEM). Our education system needs to prepare …show more content…
I found many articles written by neurologists for other neurologists about how the brain learns. I found many articles written by educators for other educators about classroom instructional strategies. I found few articles written by neurologists for educators and few articles written by educators for neurologists that connected how the brain works to classroom instructional strategies. Most of the articles that did bridge these two disciplines were not applicable to the high school math classroom.
The purpose of this literature review is to investigate classroom instructional strategies that reduce math anxiety. One emergent theme is that instructional strategies targeting working memory and/or cognitive load should work to lower math anxiety. The research for this review revealed several versions of a tested survey that accurately measures math anxiety. A second theme of this paper will focus on instructional strategies that target the items on one version of this survey. This literature review will conclude by identifying three possible avenues for future …show more content…
H. (2003). Effects of worked examples and algebra problem-solving skill on error and cognitive load. ProQuest, UMI Dissertations Publishing).
Maloney, E. A., Risko, E. F., Ansari, D., & Fugelsang, J. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114(2), 293-297. doi: 10.1016/j.cognition.2009.09.013
Mickelson, J., & Ju, W. (2010). Math propulsion: Engaging math learners through embodied performance & visualization. 101-108. doi: 10.1145/1935701.1935722
Ostad, S. A., & Askeland, M. (2008). Sound-based number facts training in a private speech internalization perspective: Evidence for effectiveness of an intervention in grade 3. Journal of Research in Childhood Education, 23(1), 109-124. doi: 10.1080/02568540809594649
Pawley, D. M. (2005). A cognitive load approach to instruction in formation of algebraic equations. ProQuest, UMI Dissertations Publishing).
Robert, M; Chevrier, E (2003). "Does men 's advantage in mental rotation persist when real three-dimensional objects are either felt or seen?". Memory & cognition 31 (7): 1136–45. doi:10.3758/BF03196134. PMID
Abstract
In order to create citizens able to compete in a technologically-driven global market, it is critical that education supports and prepares all students in mathematics. Math anxiety greatly affects student performance in math. Math anxiety is negatively correlated with working memory. There are several versions of a survey that measures math anxiety. Instructional strategies that address working memory on the items in the survey should reduce math anxiety.
Introduction
According to the US Department of Education (2007) 75% of the fastest growing occupations require significant science and mathematics training (STEM). Our education system needs to prepare …show more content…
I found many articles written by neurologists for other neurologists about how the brain learns. I found many articles written by educators for other educators about classroom instructional strategies. I found few articles written by neurologists for educators and few articles written by educators for neurologists that connected how the brain works to classroom instructional strategies. Most of the articles that did bridge these two disciplines were not applicable to the high school math classroom.
The purpose of this literature review is to investigate classroom instructional strategies that reduce math anxiety. One emergent theme is that instructional strategies targeting working memory and/or cognitive load should work to lower math anxiety. The research for this review revealed several versions of a tested survey that accurately measures math anxiety. A second theme of this paper will focus on instructional strategies that target the items on one version of this survey. This literature review will conclude by identifying three possible avenues for future …show more content…
H. (2003). Effects of worked examples and algebra problem-solving skill on error and cognitive load. ProQuest, UMI Dissertations Publishing).
Maloney, E. A., Risko, E. F., Ansari, D., & Fugelsang, J. (2010). Mathematics anxiety affects counting but not subitizing during visual enumeration. Cognition, 114(2), 293-297. doi: 10.1016/j.cognition.2009.09.013
Mickelson, J., & Ju, W. (2010). Math propulsion: Engaging math learners through embodied performance & visualization. 101-108. doi: 10.1145/1935701.1935722
Ostad, S. A., & Askeland, M. (2008). Sound-based number facts training in a private speech internalization perspective: Evidence for effectiveness of an intervention in grade 3. Journal of Research in Childhood Education, 23(1), 109-124. doi: 10.1080/02568540809594649
Pawley, D. M. (2005). A cognitive load approach to instruction in formation of algebraic equations. ProQuest, UMI Dissertations Publishing).
Robert, M; Chevrier, E (2003). "Does men 's advantage in mental rotation persist when real three-dimensional objects are either felt or seen?". Memory & cognition 31 (7): 1136–45. doi:10.3758/BF03196134. PMID