Teaching to diffuse Math Anxiety.

Teachers play an important part role in relation to help students cope with math anxiety.

Here is a list of some things that teachers can do to help:

• Teachers should create a comfortable, calm, non threatening, learning environment. 
• They should let the students know that they care for them; care for their feelings and learning.
•  Teacher should encourage their students to ask any question and be willing to answer all that arise.
• Teachers should handle incorrect responses/answer positively to encourage the student involvement and to enhance their confidence.
• Teachers should never make a student feel "stupid", deliberately or unintentionally.
• Teachers should communicate their enjoyment of math in their teaching.
• Teacher should teach for understanding not for just replication of the procedure demonstrated.
• Teachers shouldn't prejudice a student's ability or make an assumption about a his motivation without exploring the background and/or life situation of the student.
• Teachers should encourage students to maximize their abilities to learn and not to give up.
• Teachers should avoid anxious students into intimidating circumstances, such as working a problem on the board or being singled out to answer a question in class.
• Teachers should offer students alternative ways of participating in class until their confidence is back.*

One last thought, ALWAYS give positive reinforcement to your student. This will enhance their confidence and self - esteem.


                       *Some parts where taken from the National Council of Teachers of Mathematics

“A teacher must do more than just give great lectures.  Success for many students is related to how we make them feel in class.”

                           Fiore, 1999

School Counselor and Math Anxiety: Definition of Math Anxiety

School Counselor and Math Anxiety: Definition of Math Anxiety: One definition of math anxiety is “the panic, helplessness, paralysis, and mental disorganization that arises among some people when they...

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School Counselor and Math Anxiety: Do You Have Math Anxiety?

School Counselor and Math Anxiety: Do You Have Math Anxiety?: This survey may help you or your students understand their attitude towards math. Do not consider a high total to mean that you are hopeless...

Do You Have Math Anxiety?

This survey may help you or your students understand their attitude towards math. Do not consider a high total to mean that you are hopeless and will always be like that. Try to use it to make some changes in your math study habits and dealing with the anxiety.


Choose from the scale of 1 to 5 on the right. Where 5 corresponds to strong agreement with the statement and 1 corresponds to little or no agreement with the statement.
1. I become physically agitated when I have to go to math class.                                     1 2 3 4 5
2. I am fearful about be asked go to the board in a math class.                                      1 2 3 4 5
3. I am afraid to ask questions in math class.                                                               1 2 3 4 5
4. I am always worried about being called on in math class.                                           1 2 3 4 5
5. I understand math now, but I worry that it's going to get really difficult soon.          1 2 3 4 5
6. I tend to lose my concentration in math class.                                                           1 2 3 4 5
7. I fear math tests more than any other kind.                                                               1 2 3 4 5
8. I'm afraid I won't be able to keep up with the rest of the class.                                      1 2 3 4 5
9. I don't know how to study for math tests.                                                                   1 2 3 4 5
10. It's clear to me in math class, but when I go home it's like I was never there.              1 2 3 4 5

If you score in the 40-50 range it is likely that you have math anxiety to some extent.

*** A note of caution about these types of surveys:
Just because a survey indicates that you may have math anxiety, using this as an excuse for failure can be just
as damaging as the math anxiety itself.

                                                             

Math Study Skills Inventory

                       

 

      

                                   Math Study Skills Inventory

Rate your achievement of the following statements by placing a 3 for almost always, 2 for sometimes, and 1 for almost never. If you have never even thought about doing what the statement says, put a 0.

Selecting a math class
_______ 1. I schedule my math class at a time when I am mentally sharp.
_______ 2. When I register for a math class, I choose the best instructor for me.
_______ 3. If I have a choice, I select a math class that meets three or four days a week instead of one or two.
_______ 4. I schedule the next math class as soon as possible after I have completed the current course.
_______ 5. I am sure that I have signed up for the correct level math course.

Time and place for studying math
_______ 6. I study math every day.
_______ 7. I try to start working on my math homework immediately after math class.
_______ 8. I have a specific time to study math.
_______ 9. I have a specific place with few distractions to study math
______ 10. I work on my math homework in the lab where I can get help.
______ 11. I am careful to keep up to date with math homework.
______ 12. I study math at least 8 to 10 hours a week.

Study strategies for math class
______ 13. I read my textbook before I come to class.
______ 14. If I have trouble understanding the text, I find an alternate text.
______ 15. I take notes in math class.
______ 16. I am careful to copy all the steps of math problems in my notes.
______ 17. I ask questions when I am confused.
______ 18. I go to the instructor or lab when I am confused.
______ 19. I try to determine exactly when I got confused and exactly what confused me.
______ 20. I review my notes and text before beginning homework.
______ 21. I work problems until I understand them, not just until I get the right answer for homework
_____ 21. I work problems until I understand them, not just until I get the right answer for homework.
______ 22. I use flashcards for formulas and vocabulary.
______ 23. I develop memory techniques to remember math concepts.

Math tests
______ 24. I preview the test before I begin.
______ 25. Before I begin the test, I make notes on things such as formulas that I might need.
______ 26. I begin with the easy questions first.
______ 27. I take the full amount of time allotted for the test.
______ 28. I carefully check or rework as many problems that I have time to before I turn in my test.
______ 29. When tests are returned, I keep a log of the types of mistakes I make on tests: concept errors, application errors, or careless errors.
______ 30. I keep up to date so that I don't have to cram the night before a test.

Anxiety
______ 31. I believe that I can succeed in math class.
______ 32. I have study partners in my math class.
______ 33. I take practice tests.
______ 34. I know several good relaxation techniques.

______ TOTAL SCORE

Scoring:
Total the scores from all 34 statements.
If your score is 90 - 103, give yourself an A. You are using the study skill you need in order to be successful in math.
If your score is 80 - 89, give yourself a B. You are using good math study skills. Choose a few strategies to work on each day, and you are well on your way to an A.
If your score is 70 - 79, give yourself a C. Your study skills are average. If you want an A, choose one or two strategies in each category to work on until you are using most of the strategies described above.
If your score is below 70, you are probably having a difficult time in math class. Make
yourself do the things on the list above.


**This information can be found on page 117 of The Study Skills Workbook, third edition, by Dr. Carolyn H. Hopper, Learning Strategies Coordinator, Middle Tennessee State University. http://www.mtsu.edu/~studskl

Factors that may contribute to Math Anxiety

There are some factors besides prior negative experiences with math that can contribute to suffer this kind of anxiety.

•  Bad grade school and/or high school teachers
•  Lack of encouragement from parents or teachers
•  Lack of positive roles
•  Ethnic and/or gender stereotypes
•  Math problems being used as punishment in grade school

There are, also, some other factors that are not link with math directly.
These are:

• Pressure of taking timed tests
• The feeling of looking or feeling "stupid" in front of others.
• Students being placed at the wrong ability level in their math courses ( Too high - The student will likely feel overwhelmed in their math courses. Too low - The student may feel frustrated by the pace of the course.
• Lack of preparedness

Can you think in any other?

** According to Sheila Tobias (1993), millions of adults are blocked from professional and personal opportunities because they fear or perform poorly in mathematics. For many, these negative experiences remain throughout their adult lives