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This paper was written as an assignment for Ian Walton's Math G -Math for liberal Arts Students - at Mission College. If you use material from this paper, please acknowledge it.

To explore other such papers go to theMath G Projects Page.

This paper was submitted by Johnny Posada for his midterm in Fall 2001 Math G at Mission College.

If you use material from this paper, please acknowledge it.

Johnny Posada

Math G

Ian Walton

October 22, 2001

Midterm

"Math Anxiety is a Challenge"

Math anxiety is a problem that affects students of all levels of education. Most of us believe people either have or do not have a mathematical mind. In past studies researchers have been trying to figure out why so many people suffer from the fear of math. "Math anxiety is generally considered the extreme of a very negative attitude" (Nolting 37). I have had this negative attitude more than a few times in my past math classes. I chose this topic to educate myself into understanding why math anxiety is such a problem for so many students.

In the 1950’s researchers defined math anxiety as the feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of mathematical problems in academic test situations. According to John Wolpe, a former psychotherapist at Stanford University, he believed that math anxiety was a state of panic, helplessness, paralysis, and mental disorganization. For me taking tests were definitely intimidating in Elementary and High School; however, I received pretty good grades and felt that my only weakness was in Mathematics. Although math anxiety can be frustrating, the research shows that are ways to meet the challenge and overcome the obstacle.

One of the solutions in understanding math anxiety starts with finding out just where the nature of this problem starts. Professionals have discovered that there are symptoms to look for when it comes to math anxiety. One of the first symptoms to look for is in elementary school while learning basic arithmetic. For many learning word problems is an idea that is quite frightening, because of the fear of failure. The idea of learning a new operation was not just difficult, but sometimes felt impossible. Mathematician Mitchell Lazarus, had the notion that instead of asking questions or taking the lesson slowly, students assumed that in a month or so they will able to comprehend the material that was taught. This led to unanswered questions that ultimately led to failure and math anxiety (Tobias 72). The feeling of utter defeat is difficult to accept, especially when the teacher tries to reassure you. I remember a time in second grade when I was not doing so well in math class. It was Mrs. Johnson’s class, and I was to shy to ask questions on the area of math we were covering. I kept thinking that at the end of the chapter it would all make sense, but it didn’t. So I ended up taking a test I was not prepared for and doing very poorly on it. That walk home I can still recall like it was yesterday, because I had to get my homework folder signed by my parents. I was so ashamed that I received a bad grade, and to top it off I knew my parents were going to be angry. That night my mother sat down with me and tried to help me see where I had messed up. My parents understood that I was having problems understanding the math lesson so instead of yelling at me they helped me. Their encouragement made me feel that I could do better next time.

Another symptom that has also contributed to the failure of mathematics, and cause of math anxiety is the fact that most math is taught in parts. The teachers who were taught math this way. Sure students are tested as they go, but some never really get the chance to soak in all these parts of the information and to piece it together.

Through further research I have also learned about four more causes of math anxiety. These causes can be different for each individual student. First the math anxiety can be a learned behavior resulting from the expectations of parents, teachers, or other significant people in the student’s life. Next, it can be caused by the association between grades and a student’s personal worth. Third, math anxiety develops from a fear of alienating parents, family, or friends due to poor grades. Fourth, it can stem from a feeling of lack of control and inability to change one’s life situation (Buxton 210).

Math anxiety is often found in students that have poor high school mathematics backgrounds. However, research shows that just by reducing math anxiety alone, it would not guarantee students math grades to go up. "Students must also have good mathematics study skills to first learn the mathematics material to be used later on tests"( Ieffingwell 51). There are many variables that need to be taken into consideration when it comes to performing well in mathematics. I may have taken the wrong path when I was learning the fundamentals of mathematics as a child; however, as an adult I feel I am more patient and wiser the older I get.

Another study of math anxiety that I also explored and found quite interesting was the difference between men and women. Nowadays educators firmly believe that math anxiety occurs frequently among college students and is more common in women than in men. Everybody knows that there are differences among the sexes, but it was surprising to learn about the research in intelligence in math that varies by gender. In a study by Gerard Piel, publisher of Scientific American, he was convinced that there were some indicators of math avoidance among girls and young women. He claimed, " The SAT record plainly suggests that men begin to separate from women in high school, and 60 percent of the boys take extra courses in both mathematics and science. However only a tenth as many of these girls will have retained the confidence to apply to graduate study" ( Nolting 39). After more in depth research I have also discovered that in colleges and universities the population of women attending is 45 percent , however only 15 percent major in mathematical majors. " Is this data evidence of personal preference, or is this a pattern of math avoidance and math anxiety among women?" (Jacklin 130).

After speaking with a friend of mine who is an elementary school teacher, she shed some more light on the subject. In her fourteen years of teaching she noticed that girls tend to do better when it comes to reading and that boys tend to do better in math. Most of the elementary educators she knows believe that around second or third grade girls start showing signs of not liking math and pretending to not to be good at it. During her first few years teaching she found that girls did not want to participate when it came to math. Often she found herself calling on mostly boys. Once she became aware of research on gender differences she said that she changed the way she taught math. She creates an environment where the children are not afraid of math by getting her whole class involved. Now she pushes the girls in her class to answer questions and participate in math. One thing she does in her class that I really liked is that instead of marking her students down for getting a problem wrong she lets the students figure out where they went wrong and then she gives them credit. The have a lot of team work in her class which helps to build up their self confidence. I was very impressed to find out that teachers are aware of the gender differences and that they are trying to do something about it.

For students who have math anxiety it is not the end of the world. There are ways to overcome math anxiety, and improve your performance in math. First of all, it starts with good time management skills. I remember in high school most of my time was managed by teachers and parents. Now that I am in college time is valuable to me more than ever. There are more activities going on in a college student’s life such as work, social time, and studying, unlike high school there is less time to complete these activities. According to a learning specialist Paul D. Nolting, Ph.D., there are two basic reasons for developing a study schedule. The first reason is to reserve a certain amount of study time per week, and the second reason for efficiency. Efficient study is basically knowing when and what to study, so that a student will be more focused on the studying and not on extra curricular activities.

Another essential way to overcome math anxiety is by becoming a good listener. By becoming a good listener it will allow you to also become an effective note taker. To become a good note taker requires two basic philosophies. The first philosophy is to be specific in detail, by copying the problems down step by step. Even though you may know all the steps of the problem while in the classroom; however, a week from now you might not remember how to do the problem unless all the steps are written in your notes. The second philosophy is to understand the general principles, general concepts, and general ideas. If you did not understand some of the steps put a question mark next to it, and review the steps with the instructor or with a fellow student. The goal of note-taking is to take the least amount of notes and get the most amount down ( Tobias75).

Learning memory techniques can also be a key tool in improving retention of all important information you receive in class. Being selective in your learning will improve your memory, because by writing down only the facts you need to know will narrow it down just a little. Organizing the material in clusters or groups will also help you learn. One of the best ways for information to stay in long-term memory is by reciting the notes out loud or writing them down over and over. Furthermore, learning specialists also strongly agree that by creating a positive study environment it can also contribute to the learning of mathematics. A designated location will provide a comfortable environment and every time you go to that place the mind will automatically think about studying. Psychologists feel that the less visual distractions there are in the study area, will greatly increase learning skills (Nolting39).

Math anxiety in students is a common problem that does affect students of all ages. After doing this paper I realized that there are many solutions in getting over the hurdle and learning good study skills. I believe that it all starts with a positive attitude in the classroom and a positive environment. Practicing and developing time management skills is also crucial for effective study. Students can benefit from these study skills and reduce that anxiety and become successful. As a student note taking is probably my strongest quality, but I have hard time having a well organized study schedule. I love to watch television while I do my homework, and I know if I was little more disciplined I would be a much better student. After reading all the research have a better understanding of the causes of math anxiety and plan to use these techniques in future courses.