ALLAYING THE ‘MATH FEAR’
It is a fact that many students have a fear of math. This fear often leads to disinterest in learning the subject and is always a challenge for a teacher, particularly in allaying the fear of math or what has been branded by the academe as “math phobia.”
A study notes that the following are the main reasons for this fear and the possible remedies to overcome them.
Lack of preparation: Math is a subject that needs a lot of preparation. Unlike other subjects where almost all things can be visualised in the real world, math is an abstract subject. Logical thinking is an integral part of the subject. Except for elementary maths which can relate to real life objects and situations most of the higher level maths needs abstract thinking on the part of the student. Abstract thinking becomes difficult because of the multiple thoughts that occupy the students’mind relating to the material world. Thinking needs patience as the result may not always be correct. This demoralizes the student who tries to voluntarily distract himself with more real life objects and situations.
Reading math: Math cannot be studied by reading, it has to be worked out. When we study a subject we read the book and in the process catch the words and phrases in the book and try to understand the sentences. But math is not a group of words and paragraphs. Each step in math is important and is the outcome of the previous step. Math cannot be read but has to be studied and practiced. Students may feel that they have understood a step while reading but while solving the same problem they may stumble if there is not enough practice. This capacity of solving is acquired only through repeated practice. Each math problems needs to be thought separately and independently. So problems in maths have to be practiced repeatedly instead of reading.
The remedies to fear of math must be holistic and multi-dimensional. The problems must be addressed at all levels by students and teachers. The student might get more motivated if she/ he knows the areas in which the study and use of maths is essential. So many times kids question the necessity of things they study. Emphasising and pointing out the everyday applications of maths may help them.
For the teacher, grading marks in math has to be seen in two dimensions. One is the answer and the other is the steps. Answers must be awarded minimal marks and the steps the maximum. Focusing more on the process or method enables students to make mistakes, but not “fail at math.”
The first step of solving any problem must be given maximum weightage since this will mould the mind of the student to look at the problem in a different angle rather than just write down the answers. Appreciating the first step encourages the student to take the next step. If the marks are awarded based on the last step everyone will fear taking the first step itself. The sight of the student must not be on the last correct step, but the first step.
One of the reasons for math anxiety is the way math is often taught as, “there is only one way to do this, and you need to do learn it and do it right.” Students can be better motivated if they are asked open questions, involved in the development of concepts, given very open-ended exercises. This kind of teaching style may require a lot of planning from the teacher, probably a good understanding in math, and good materials.
Math can be a fun subject for the student. Persistent practice and a positive attitude will definitely instil a greater level of confidence in the minds of the students and allay the fear of math.