mathphobia
The Causes and Prevention of Math Anxiety
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 Math anxiety can cause one to forget and lose one’s self-confidence (Tobias, S., 1993).
Research confirms that pressure of timed tests and risk of public embarrassment have long been recognized as sources of unproductive tension among many students. Three practices that are a regular part of the traditional mathematics classroom and cause great anxiety in many students are imposed authority, public exposure and time deadlines. Although these are a regular part of the traditional mathematics classroom cause great deal of anxiety. Therefore, teaching methods must be re-examined. Consequently, there should be more emphasis on teaching methods which include less lecture, more student directed classes and more discussion.
Given the fact that many students experience math anxiety in the traditional classroom, teachers should design classrooms that will make children feel more successful . Students must have a high level of success or a level of failure that they can tolerate. Therefore, incorrect responses must be handled in a positive way to encourage student participation and enhance student confidence.
Studies have shown students learn best when they are active rather than passive learners (Spikell, 1993). The theory of multiple intelligences addresses the different learning styles. Lessons are presented for visual/spatial, logical/mathematics, musical, body/kinesthetic, interpersonal and intrapersonal and verbal/linguistic. Everyone is capable of learning, but may learn in different ways. Therefore, lessons must be presented in a variety of ways. For example, different ways to teach a new concept can be through play acting, cooperative groups, visual aids, hands on activities and technology. Learners are
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 Math anxiety can cause one to forget and lose one’s self-confidence (Tobias, S., 1993).
Research confirms that pressure of timed tests and risk of public embarrassment have long been recognized as sources of unproductive tension among many students. Three practices that are a regular part of the traditional mathematics classroom and cause great anxiety in many students are imposed authority, public exposure and time deadlines. Although these are a regular part of the traditional mathematics classroom cause great deal of anxiety. Therefore, teaching methods must be re-examined. Consequently, there should be more emphasis on teaching methods which include less lecture, more student directed classes and more discussion.
Given the fact that many students experience math anxiety in the traditional classroom, teachers should design classrooms that will make children feel more successful . Students must have a high level of success or a level of failure that they can tolerate. Therefore, incorrect responses must be handled in a positive way to encourage student participation and enhance student confidence.
Studies have shown students learn best when they are active rather than passive learners (Spikell, 1993). The theory of multiple intelligences addresses the different learning styles. Lessons are presented for visual/spatial, logical/mathematics, musical, body/kinesthetic, interpersonal and intrapersonal and verbal/linguistic. Everyone is capable of learning, but may learn in different ways. Therefore, lessons must be presented in a variety of ways. For example, different ways to teach a new concept can be through play acting, cooperative groups, visual aids, hands on activities and technology. Learners are