Math anxiety is real and extremely dangerous.
We see it everyday in our classrooms and in society. In the classroom, students who dislike math, don't feel like they are good at math, needing to use the restroom during math time, and some even getting physically sick at math time. In society, common language includes: "I'm was never good at math." "I'm not good at math." "I don't know how to figure the tip." "I can't balance my checkbook."
We see it everyday in our classrooms and in society. In the classroom, students who dislike math, don't feel like they are good at math, needing to use the restroom during math time, and some even getting physically sick at math time. In society, common language includes: "I'm was never good at math." "I'm not good at math." "I don't know how to figure the tip." "I can't balance my checkbook."
So how does a society turn this number one killer? I think we must first address some common misbeliefs our society holds when in comes to what mathematics is and how we teach math. Take a moment and think about the following 8 statements. Are they True or False?
1. Practice makes perfect.
2. Mastering calculations by memorizing a set of rules is the ultimate goal.
3. Math is about getting the right answer using the traditional method.
4. Math is a series of isolated skills.
5. You must know basic skills before you can learn to solve problems.
6. Speed is important.
7. Teachers should tell/show us how to do math.
8. Some are good at math and some are not.
If you answered true to any of these, I would like to challenge you to rethink your own belief system about mathematics.
1. Practice makes perfect - Many of us are convinced that the more we did, the better at math we would become, we endured long lists of calculations until the process became automatic. Some questions to think about:
Should the quality of the exercises be more important than the quantity? If so, what makes a good task?
Does repeated practice ensure understanding?
2. Mastering calculations by memorizing a set of rules is the ultimate goal. - Many teachers spend the majority of math time learning calculations and we will stay on certain chapters (like long division) until everyone has mastered the process.
This means many teachers often skipped the geometry lessons or the problem solving problems. This gives students a narrow view of mathematics.
Should calculations be taught to the exclusion of other strands of mathematics?
3. Math is about getting the right answer using the traditional method. - Some through provoking questions:
Should thinking be as important as getting the right answer?
Is the answer an adequate way to assess math understanding?
Is a correct answer more important than a correct process?
Does a correct answer always indicate conceptual understanding?
4. Math is a series of isolated skills. - Many "traditional" chapters in textbooks often work on isolated skills and never connect to other math skills. Does understanding connectionsbetween mathematical skills and processes improve students' understanding? NCTM Process Standard: Connections and Common Core 8 Mathematical Practices states very clearly that the brain desires for the math to make sense and understand how the pieces fit with the big picture of other concepts.
5. You must know basic skills before you can learn to solve problems. - What if we flipped our belief? Primary students can reason through math concepts and problems while working on their basic facts. I wonder, how many opportunities were missed by my teachers holding students back because of memorization difficulties? Can students continue to practice basic facts while developing thinking skills? Cognitively Guided Instruction. (CGI), a research-based strategy would be evidence that this not only can be accomplished but should be the strategy for solving problems and learning facts. Problems should be posed as in introduction to learning calculations skills to motivate students and set the context for their learning.
6. Speed is important. - Are we sending a message that speed is more important than ability? Is the goal speed or accuracy?
7. Teachers should tell/show us how to do math. - My teachers told us how to do math. How did that work for us? Over 70% of American population don't like math. Our experience has affected our belief system. Step - by - Step through lectures and demonstrated process, then checking to see if we did it the same way they had taught us. I did not actively develop understandings through explorations. Can a teacher guide students' development through questioning rather than telling? Is it possible for teachers to support students as they discover math concepts?
‘Tell me mathematics and I forget; show me mathematics and I may remember; involve me ... and I will understand mathematics. If I understand mathematics, I will be less likely to have math anxiety. And if I become a teacher of mathematics, I can thus begin a cycle that will produce less math anxious students for the generations to come.”- Williams (1988) paraphrased a Chinese proverb
8. Some are good at math and some are not. - We all have the capability to learning mathematics. The questions, as educators, we must discuss are:
Do students build understanding and make sense of mathematics in different ways?
Should varied instructional techniques be used routinely in the math classroom?
Is it a teacher's responsibility to search for alternate methods of teaching math skills and concepts for different learning styles?
If we want to improve our mathematical standing in the world, we must address the real problem - math anxiety, instead of spending time and money on the symptom - testing. Let me know what your thoughts are on improving the mathematical understanding of our students by contacting me at michelleflaming143@gmail.com
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