For almost thirty years in the field of Mathematics education, I can very well say at this point in time of my career that, Mathematics is really one of the subjects which give majority of the students hard time copping. And this difficulty, contributes greatly in developing Math anxiety.
Mathematics anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. Math anxiety can cause one to forget and lose one’s self-confidence (Tobias, S., 1993).
I strongly believe that we, teachers, are in the best position to resolve this negative feelings of our students towards Mathematics. Do you agree? With much consideration of the different learning styles of students, we can start transforming the negatives into positives. And the best place to effect these changes of perceptions among students is their classroom.
Studies have shown that many students experience Math anxiety in the traditional classroom. Therefore, it’s high time for Math teachers to design their classrooms in such a way that students will feel more successful rather than feel like a failure….where praises and rewards are dominantly used to encourage more student participation and enhance student confidence. Introducing activities which make use of manipulatives and offer opportunities for cooperative learning are definitely a plus factor, for students learn best when they are active rather than passive learners (Spikell, 1993)
Integration of Math humor, once in a while or as the need arises, is also a welcome idea inside a Mathematics classroom.
Resolving Math anxiety is but of course, not a job for teachers alone. Their actions should always be well complemented and supplemented at home, with their parents, of course!
Teaching and learning is a continuous process, so we Math teachers must always strive harder if I may say so, to offer our students a variety of ways of presenting our lessons…In fact this is the very first reason why we are called teachers. Let’s give our students a different perspective of Math….that Mathematics is a lot more fun and exciting especially so when we, their Math teachers are around or with them.
References
Spikell, M. (1993). Teaching Mathematics with Manipulatives: A Resource of Activities for the K – 12 Teacher. New York: Allyn and Bacon.
Tobias, S. (1993). Overcoming Math Anxiety. New York: W. W. Norton & Company.
Marlyn Curtain-Phillips teaches high school mathematics and is the author of several books on Math education.
By: Soledad V. Llarina | Samal National High School
