MATH ANXIETY DISCUSSION 2
Math Anxiety
Discussion Post
We live in a world that creates anxiety. This can be fueled by feelings of being “unsafe”
in your home, school, and community or even sitting on the easter bunny’s lap. Kids face
situations that make them feel uncomfortable and stressed every day. A classroom should not be
one of those places, but unfortunately many students face it. Research shows that acclimating to
and accepting a state of perturbation can assist students in learning (Woolley & Fishbach, 2022).
The key lies in balancing a level of uncomfortable that enhances the learning process without
creating too much stress, which would inhibit acquisition). Teachers can help students reframe
their thinking and reduce the anxiety surrounding math.
In my future classroom I plan to help my students understand what anxiety is and why
they are having it. We cannot simply get rid of anxiety, but we can cope with it. Following
Bandura’s theory of reciprocal determinism, self-efficacy and academic achievement influence
each other. By building students confidence in their abilities to learn and by completing the tasks
at hand, students’ performance and self-efficacy increase. The first thing I will do with my
students is talk about anxiety and relate with them as I have had math anxiety.
As an elementary student I loved math and science. That is, until it came to us having to
memorize a bunch of facts. Then they would make us race against a timer to see how many facts
you could remember. To this day I still do not know all the “facts” that I was supposed to
memorize. I have learned strategies that I can use to figure out the “facts” I need. That is what I
will teach my students. Some students can easily remember the math and some people need
strategies that they can apply to “do” the math.
By giving students ways to cope with the stress the students will be able manage it and
engage in learning and exploring math. I plan to include parents also. I will encourage my
MATH ANXIETY DISCUSSION 3
students to go home and discuss the strategies that we learn to cope with stress with their
families, as well as the strategies we are learning in math. If the parents have math anxiety, we
may be able to help more than just the student in the long run.
References
Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2023). The self-efficacy and academic
performance reciprocal relationship: the influence of task difficulty and baseline
achievement on learner trajectory. Higher Education Research and Development, 1–18.
https://doi.org/10.1080/07294360.2023.2197194
Woolley, K., & Fishbach, A. (2022). Motivating personal growth by seeking discomfort.
Psychological Science, 33(4), 510–523. https://doi.org/10.1177/09567976211044685
Reply #1- Sarah Ray
Sarah, I love how you use small groups to help students overcome their math anxiety. I
incorporate cooperative learning using pairs and small groups. One thing I have noticed when
grouping students is that I must be cognizant of the dynamics between peers. Students that are
more confident can “run over” the quieter students, thus making the small group ineffective. I
have found two ways that help to prevent this from happening. The first is teaching students how
to interact within the group so that all students may learn. The other thing I have found helpful is
a class wide PBIS strategy “catching compliments game” that just happens to have the added
benefit of increasing the effectiveness of small group learning. According to research by Wright
et al. by getting students to complement their peers, classroom inappropriate behavior decreases
and positive behaviors increase. By complimenting peers during group work, students build the
MATH ANXIETY DISCUSSION 4
confidence to overcome the thoughts of “this is too hard” and “I can’t do this” (2021). By
building confidence through group work students can overcome their math anxiety.
References
Wright, S. P., Skinner, C. H., Kirkpatrick, B. A., Daniels, S. K., Moore, T. C., & Crewdson, M.
(2021). Using tootling to enhance First-Grade students’ use of a social skill: evaluating
the catching compliments game. Education and Treatment of Children, 44(2), 101–113.
https://doi.org/10.1007/s43494-021-00039-1
Reply #2- Dorothy Windsor
Dorothy, I had similar experiences in school. In fourth grade I had a teacher that
made math fun by incorporating art into everything we did. I really liked math exiting
elementary school. In middle school I had an ineffective, dry teacher in both 6th and 8th
grade math. By my freshman year in high school, I dreaded math. I suffered through
Algebra and Geometry. As a future math educator, I will strive to help my students love
math.
The activities you have listed are great ways to help students get multiple means
of exposure to math concepts in a hands-on and fun way. One of my favorite games to
play with my Kindergarten and first graders is a board game based on the very hungry
caterpillar. The students get to practice math skills such as counting, one to one
correspondence, and classifying as well as adding a literacy component to math. Since
most students are familiar with the book, they pick up on how to play the game quickly.
References
MATH ANXIETY DISCUSSION 5
In Text Citations
Scripture
These dispositions are aligned with the fruit of the spirit referenced in Galatians 5: 22-23,
"But the fruit of the Spirit is love, joy, peace, forbearance, kindness, goodness, faithfulness,
gentleness and self-control. Against such things there is no law (New International Version,
1984). "Do not be anxious about anything, but in every situation, by prayer and petition, with
thanksgiving, present your requests to God. And the peace of God, which transcends all
understanding, will guard your hearts and your minds in Christ Jesus" (New International
Version, 1984, Philippians 4:6-7). “Not only was the Teacher wise, but also he imparted
knowledge to the people. He pondered and searched out and set in order many proverbs. The
Teacher searched to find just the right words, and what he wrote was upright and true” (New
International Version, 1984, Ecclesiastes 12:9-10).
These laws were meant to specifically exclude students based on their disability and deny
those students educational opportunities. Isaiah 42:16 says,
I will lead the blind by a way they do not know, in paths they do not know I will
guide them, I will make darkness into light before them. And rugged places into
plains. These are the things I will do, and I will not leave them undone. (New
American Standard Bible)
MATH ANXIETY DISCUSSION 6
DISCUSSION ASSIGNMENT INSTRUCTIONS
TOPIC
Math anxiety, simply defined, involves anxiety about one’s ability to do math. As a
math teacher, you will encounter many students who struggle with math, not
necessarily because they don’t understand a specific concept but because they
don’t have confidence in their ability to be successful in math. How might you
combat math anxiety in your future classroom? Have you used any techniques,
activities, etc. that have worked to ease a student’s anxiety? Did you struggle with
math anxiety at any point? Discuss math anxiety with your colleagues and how you
might deal with this very real issue in your classrooms.
REQUIREMENTS
Post a thread in response to the instructor's prompt, threads must be 300 words (no more than 400) and
include at least 1 citation.
Reply to at least 2 of your classmates' threads, replies must be at least 150 words (no more than 250)
and include one citation in at least 1 reply.
Remember to include a reference list in current APA style.
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