The Causes and Prevention of Mathematical Anxiety

Anxiety of mathematical has been defined as feelings of tension and anxiety which interfere with the manipulation of numbers and the resolution of mathematical problems in a wide variety of situations of everyday life and academics.
The research confirmed that the pressure of timed tests and the risk of public embarrassment have been recognized as sources of unproductive tension among several students. Three practices which are a regular part of the traditional mathematics classroom and cause great anxiety in several students are imposed authority, public exposure and delivery times. Although these are a regular part of the traditional math classroom, they cause a lot of anxiety. Therefore, the teaching methods must be reexamined. Consequently, there should be more emphasis on teaching methods that include fewer lectures, more student-led classes and more discussion.
Given the fact that several students experience math anxiety in the traditional classroom, teachers must design classrooms which make kids feel more successful. Students must have a high level of success or a level of failure which they can tolerate. Therefore, incorrect answers should be handled in a positive manner to encourage student participation and improve student confidence.
Studies have shown that students learn best when they are active rather than passive learners (Spikell, 1993). The theory of multiple intelligences addresses different learning styles. Lessons are presented for visual / spatial, logical / mathematical, musical, bodily / kinetic, interpersonal and intrapersonal and verbal / linguistic. Everyone is capable of learning, but they can learn in different ways. Therefore, the lessons must be presented in several ways. For example, different ways of teaching a new concept can be through theater acting, cooperative groups, visual aids, practical activities and technology. Apprentices are different from what they were forty years ago. These students today ask questions why something is done this way or that way and why not in this way. While years ago, students did not question the why of mathematical concepts; they simply memorized and mechanically performed the necessary operations.
Today's students have a need for practical mathematics. Therefore, mathematics must be relevant to your daily life. The students enjoy experimenting. To learn math, students should participate in exploration, conjecture and thinking rather than participating solely in learning the rules and procedures.
Previous negative experiences of students in math class and at home when learning maths is often transferred and cause a lack of understanding of mathematics. According to Sheila Tobias, millions of adults are blocked from professional and personal opportunities because, for many, they fear or perform poorly in mathematics; these negative experiences remain throughout their adult lives.
Mathematics is often associated with pain and frustration. For example, unpaid bills, unforeseen debts, unbalanced checkbooks, IRS forms are some of the negative experiences associated with numbers. Parents should show their children how they use numbers successfully in positive and enjoyable ways, such as cooking, sewing, playing sports, solving problems in hobbies, and repairs at home.
Mathematics should be considered positively to reduce anxiety. The mental state of a person has a great influence on its success. Many games are based on mathematical concepts. Some games that are beneficial for students and that are enjoyed are cards, Life, Yahtzee, Battleship and Tangrams.
With all the tension and anxiety, mathematical humor is very necessary. Young children enjoy cartoons and jokes. You can use cartoons to introduce a concept or for a class discussion. Most children will master mathematical concepts and skills more easily if they come first in concrete, pictorial, and symbols. For example, manipulatives are concrete objects used to teach a concept. By using manipulatives, images and symbols to model or represent abstract ideas, the stage is ready for young people to learn the abstractions they represent. Students enjoy the change of reading and books and are more inclined to explore with manipulatives and show greater interest in working in class.
Cooperative groups give students the opportunity to exchange ideas, ask questions freely, explain to each other, clarify ideas in a meaningful way and express feelings about their learning. These skills acquired at an early age will be very beneficial throughout your adult working life.
In conclusion, anxiety about mathematics is very real and occurs among thousands of people. Much of this anxiety occurs in the classroom due to the lack of consideration of the different learning styles of the students. Nowadays, the needs of society require a greater need for mathematics. Mathematics should be considered positively to reduce mathematical anxiety. Therefore, teachers should reexamine traditional teaching methods that often do not match the learning styles and skills students need in society. The lessons must be presented in a variety of ways. For example, a new concept can be taught through theatrical performance, cooperative groups, visual aids, practical activities and technology. As a result, once young children see mathematics as fun, they will enjoy it and the joy of mathematics could stay with them for the rest of their lives.
By: Preeti Narula
Content: https://www.mathgoodies.com/articles/math_anxiety