BUSTING OUT MATH ANXIETY: SOME TIPS AND ADVICE
The author is Head Teacher
MICHELLE D. DIZON
“Do not worry about your difficulties in Mathematics; I assure you that mine is greater.” This was a quote of Albert Einstein that reflects Mat Anxiety which is well documented and common complex and pervasive problem faced by both students and t each er s.
Formally and scientifically defined as “the panic, helplessness, paralysis, and mental disorganization that arises among some people when they are required to solve a Mathematical problem” ( Tobias & Weissbrod, 1980), Math anxiety often times hinders students achievement in Math and reinforces math instruction problems. Students are often transformed as Math phobic, when they are conditioned by unpleasant experiences in Mathematics. Unfortunately, Math anxiety is often due to poor teaching and poor experiences in Math. Hence, here are some pieces of tips for teachers to be equipped in busting out this problem in their classroom:
1.Focus on conceptual understanding over sheer memorization. When one tries to memorize procedures, rules and routines without much understanding, the Math is quickly forgotten and panic soon sets in. To do this, teachers are encouraged to use visuals, manipulative, real life samples, and other time tested strategies to imprint understanding rather than mechanistic responses.
2.Debunk the myths associate with Math.“You’re born with a Math gene, either you get it or you don’t.” ;“Math is for males, females never get Math! ”; “It’s hopeless, and much too hard for average people.” ; “There’s only one right way to do Math. “-and the others are some examples of myths that tends to fortify students’Math anxiety. Through their illuminating discussions and humanely approach, teachers can slowly eradicate these mentalities in their students and start to plant the seed for the love of Math.
3. Build Math positivity. Welcoming students’ concerns, addressing their confusions, making them feel safe in the classroom environment, acknowledging their merits, and providing varied activities are some of the ways teachers can follow to develop positive attitudes towards Math which reduces and hopefully eliminates Math anxiety.
When Math anxiety is eliminated, students start to build resilience and coping strategies when they learn how to use their academic strengths t build Math skills and strategies. This is achieved through the intervention of a teacher that helps them strengthen their own belief and affirm their infinite potential and propensity for Math learning. With constant practice and teacher scaffolding, students will be able to use the highest-level analytical skills not only in solving problems but also in evaluating incoming information and discovering creative solutions to Math problems. Therefore, a Math teacher’s mantra when teaching should be Math positivity over Math Anxiety.
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I at Doña Asuncion Lee Integrated School