Math Anxiety-1

Math anxiety is a serious obstacle for many children across all grade levels. Math-anxious students learn less math than their low-anxious peers because they take fewer math classes and get poorer grades in the math classes they do take. Math anxiety has been studied for many years but has recently received renewed attention. Researchers now believe that implementation of strategies to prevent or reduce math anxiety will improve math achievement for many students (Geist, 2010; Mission College, 2009; Cavanaugh, 2007).

Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. It is more than just disliking math and leads to a global avoidance pattern - whenever possible, students avoid taking math classes and avoid situations in which math will be necessary (Sparks, 2011; Hellum-Alexander, 2010; Ashcraft & Krause, 2007). Tobias, often referred to as a pioneer in the study of math anxiety, described it as “the panic, helplessness, paralysis and mental disorganization that arises among some people when they are required to solve a mathematics problem” (Tobias & Weissbrod, 1980).

Physical symptoms of math anxiety include increased heart rate, clammy hands, upset stomach, and light headedness. Psychological symptoms include an inability to concentrate and feelings of helplessness, worry, and disgrace. Behavioral symptoms include avoidance of math classes, putting off math homework  until the last minute, and not studying regularly (Mission College, 2009; Plaisance, 2009; Jackson, 2008; Woodard, 2004).

A large part of learners indicate that they experience some level of math anxiety. Math anxiety can develop at any age. For many children, negative attitudes toward math begin early in life, sometimes even before they enter kindergarten. In fact, studies have found a negative relationship between math anxiety and math achievement across all grade levels. Some researchers have found that math anxiety is most likely to begin around fourth grade and peak in middle and senior high school (Geist, 2010; Legg & Locker, 2009; Sun & Pyzdrowski, 2009; Scarpello, 2007; Woodard, 2004).  Evidence suggests that anxiety is more of a factor in math than in other subjects. Studies have also found that math anxiety is more common in girls, especially at the middle and senior high school levels (Beilock et al., 2010; Cavanaugh, 2007; Woodard, 2004).

Students’ math anxiety is often based on years of painful experiences with math. Studies indicate that the origin of math anxiety is complex and that anxiety forms as a result of personality, intellectual, and environmental factors. Personality factors include low self-esteem, inability to handle frustration, shyness, and intimidation. The intellectual factor that most strongly contributes to math anxiety is the inability to understand mathematical concepts. Environmental factors include overly demanding parents and negative classroom experiences, such as unintelligible textbooks, an emphasis on drill without understanding, and a poor math teacher. Researchers agree that math teachers who are unable to adequately explain concepts, lack patience with students, make intimidating comments, and/or have little enthusiasm for the subject matter frequently produce math-anxious students (Plaisance, 2009; Sun & Pyzdrowski, 2009; Scarpello, 2007; Furner & Berman, 2004; Woodard, 2004; Brown, n.d.).

Research indicates that there is a strong negative relationship between math anxiety and test scores. In other words, as students’ math anxiety increases, their test scores decrease (Furner & Berman, 2004; Woodard, 2004; Brown, n.d.). Researchers concur that educators have reduced the diagnostic ability of math tests by administering them in stressful situations (Sparks, 2011; Geist, 2010; Ashcraft & Krause, 2007; Cavanaugh, 2007). Scarpello (2007) stated that over reliance on high-stakes tests has reinforced the development of negative attitudes toward math and increased students’ anxiety levels by turning math into a high-risk activity.

Math anxiety has been universally recognized as a non-intellectual factor that impedes math achievement. Some students who perform poorly on math assessments have a full understanding of the mathematical concepts being tested; however, their anxiety interferes with their ability to solve mathematical problems (Sparks, 2011; Hellum-Alexander, 2010; Ashcraft & Krause, 2007; Cavanaugh, 2007; Tsui & Mazzocco, 2007). Beilock and colleagues (2010) concluded that “the fears that math-anxious individuals experience when they are called on to do math prevent them from using the math knowledge they possess to show what they know.” A number of researchers have hypothesized that math anxiety disrupts performance because it reduces students’ working memory, leaving them unable to block out distractions and irrelevant information or to retain information while working on tasks (Sparks, 2011; Legg & Locker, 2009; Ashcraft & Krause, 2007; Cavanaugh, 2007; Beilock & Carr, 2005).

Math anxiety is the way in which students’ lack of confidence in that subject undermines their academic performance and is a serious obstacle for many children across all grade levels. Mathanxious students learn less math than their low-anxious peers because they take fewer math classes and get poorer grades in the math classes they do take. Math anxiety has been recognized as a non-intellectual factor that impedes math achievement. Studies have found a strong negative relationship between math anxiety and test scores, such that as students’ math anxiety increases, their test scores decrease. A number of researchers have hypothesized that math anxiety disrupts performance because it reduces students’ working memory, leaving them unable to block out distractions and irrelevant information or to retain information while working on tasks.

Researchers have found that both teachers and parents have a strong influence on students’ math anxiety. There are strategies teachers and parents can use to prevent or reduce math anxiety. For example, teachers should develop strong skills and a positive attitude toward math; relate math to real life experiences; encourage critical thinking and active learning; and de-emphasize correct answers and computational speed. Parents should avoid expressing negative attitudes about math; provide their children with support and encouragement; and carefully monitor their children’s math progress. There are strategies students can use to overcome their own math anxiety. Students should practice math every day, study according to their individual learning style, and seek immediate assistance when they don’t understand a particular mathematical concept.