MATHEMATICAL ANXIETY

     Mathematics is an important part or element for both, society as well as for an individual. It is important as it is used in so many other disciplines such as; sciences (biology, chemistry, physics, economics, psychology, and sociology), engineering fields (civil, mechanical, industrial), technological fields (computers, rockets, communications), and arts fields (sculpture, drawing, and music). It is very difficult to find any area of life that is untouched by Mathematics. Furthermore, Mathematics enabled us to learn how to think logically and to solve problems using that skill. It also helps us to be precise in thoughts and words. Due to the presence of procedures in Mathematics, it also helped us to organize our thoughts and make us to look into the things clearly and logically. It forces us to think differently and helps us to find new ways to solve a problem. It teaches us life skills (problem solving, logical reasoning, and flexible thinking).

As we know that, society becomes more technically dependent, there will be a huge requirement for people who know high level of Mathematics. There are high number of pupils avoiding Mathematics, and having difficulties in learning and understanding Mathematics (Mcleod and Adams, 1989; Ruffians, 2007; Tobias, 1993; Zettle and Houghton, 1998)[Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools by VesileAlkan, 2013]. In this global economy, technical skills become vital as technology continues to develop (Greenwood, M.R.C. and North K.K. ,1999). Therefore, it is important to understand why students struggle in Math and the problem solving strategies they use. In order to achieve equity, minority students must perform well in Math so that they can engage in the competitive world in lucrative careers that are available in engineering and science. Knowledge for Math is critical for society to continue to grow and develop, especially in the area of research and development (Gutstein, 2007)[Math Anxiety and Problem Solving Strategies for Early Middle School Math Performance, Chih Hung Chung and Lin Moore, 2013].

Mathematics depends not only on cognitive abilities but also on emotional factors and attitudes. Relationship between Mathematics Anxiety and Performance may also in the other direction. Poor Mathematical attainment may lead to Mathematical anxiety, as a result of repeated experiences of failure. Indeed, there is likely to be a vicious circle, where anxiety and performance affect each other negatively (Attitudes to Mathematics in Primary School Children by Ann Dowker, Karina Benett, and Louis Smith; 2012)

Pupils, who struggle to understand Mathematical concepts, subsequently find themselves frustrated by their lack of success in Mathematics. This situation then may develop a phobia due to fear or even antipathy towards Mathematics (Hembree, 1990; Izard, 1972; Zettle and Houghton, 1998). Dislike and fear of Mathematics in turn, can cause pupils to develop ‘Mathematics Anxiety’. Mathematics Anxiety is a fear of Mathematics and an intense negative reaction to it (Sherard, 1991) [Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools by VesileAlkan, 2013].

Mathematics Anxiety describes states of mind developed through personal experiences, and individual emotional responses to these experiences. Negative feelings towards learning school Mathematics arise as a consequence of a range of encounters relating to the way Mathematics is presented taught and learnt by individuals (Mathematics Anxiety amongst primary QTS Students, Stuart Green and Mike Allerton, 1999). Tobias (1993) proposed a definition of Mathematics Anxiety. Mathematics Anxiety is one person’s feelings of tension and interfering with operating numbers and resolving Mathematical problems in various life and academic situations [Math Anxiety and Problem Solving Strategies for Early Middle School Math Performance, Chih Hung Chung and Lin Moore, 2013].

Mathematics Anxiety refers to feelings of tension or worry that interfere with Mathematical performance in daily life and school setting (Richardson and Suinn, 1972; Wigfield and Meece, 1988). The negative impacts of Mathematics Anxiety have far reaching consequences: compared to their less anxious peers, Mathematically anxious students enjoy Mathematics less, have perceptions of their Mathematical abilities, and do not see the value of Mathematics in everyday life (Ashcraft, Krause, and Hopko, 2007; Ashcraft and Moore, 2009; Hembree, 1990). Indeed, Mathematics Anxiety students participate less in Math class in middle school and steer away from Mathematical majors (Hembree, 1990; Meece, Wigfield and Eccles, 1990). These patterns are particularly troubling given that Mathematical proficiency is becoming increasingly important for full economic opportunity and meaningful participation in society (Mosses and Cobb, 2001; Peterson, Woesmann, Hanusnek, lastra-Anadon, 2011)[Mathematics Anxiety in young children: Concurrent and Longitudinal Associations with Mathematical performance by Rose K. Vukovic, Michael J. Kieffer, Sean P. Bailey, Rachel R. Harari, 2012).

Mathematics Anxiety has several negative effects on children’s and adult’s Mathematics education. For example, people who experience high levels of Mathematics Anxiety are likely to develop negative attitudes towards tasks involved Mathematics, drop out of elective Mathematics classes or avoid taking them altogether. In addition, those with high Mathematics Anxiety avoid pursuing careers that require quantitative skills (Gender Differences in Mathematics Anxiety and the relation to Mathematical Performance while controlling for Test Anxiety, Amy Devine, Kayleigh Fawcett, Denes Szucz, and Ann Dowker, 2012).

This means a pupil who is anxious has a fear of not gaining the knowledge or skillful to be successful in doing a Mathematical problem even it is simple or complex. This state of mind occurs among many pupils at all levels of the education. For example, research has shown that pupils suffer from Mathematics Anxiety across all levels from kindergarten through college (Betz, 1978; Furner and Duffy 2002; Hembree, 1990; Ma,1999; Ryan and Ryan,2005; Woodard, 2004) [Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools by VesileAlkan, 2013].

There has been Math anxiety research conducted, but its primary focus has been on high school students; however, elementary in middle school students also struggle with Math anxiety as well (Newstead, 1998). The transition from elementary to middle school often times creates a major anxiety of its own. “Mathematics anxiety is a feeling of tension and anxiety that interferes with the ‘manipulation of Mathematical’ problems in varied situations” (Kahtoon and Mahmood, 2010). Anxiety can affect student performance in the classroom. Therefore, social emotional perspective and conditions also impact academic performance (Meadows, 2006). Often, children develop negative feelings and higher levels of anxiety toward Math and Math anxiety they develop creates a negative relationship with Math and negatively impacts academic performance (Newstead, 1998).Ma (1999) also reported that children grade 4 and above all had Mathematics anxiety. The major elements of affective domain were emotion, belief, and attitudes (Ashcraft and Moore, 2009). The emotional element is the trigger for Math anxiety because it involves fear, panic, anxiety, and embarrassment which the students’ showed in situations involving Math (Ma, 1999) [Math Anxiety and Problem Solving Strategies for Early Middle School Math Performance, Chih Hung Chung and Lin Moore, 2013].

As a teacher I feel that we should provide opportunities to students to understand the Mathematical concepts in a better way by using concrete material, visuals etc. It is also very important to check learners’ prior knowledge before working on the lesson plan. We should inculcate a sense among learners and parents that high or low marks in exams do not label learner as intelligent or stupid. Exams are not for teachers to judge learners but to help.

-        Ms. Nidhi & Ms. Megha