3 john mumford math anxiety

Math Anxiety: Risk Factors, Strategies, & Opportunities.

By: John MumfordLecturer (Business Computing)Southern Institute of Technology

National Tertiary Learning & Teaching Conference 2013

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Overview• NLT Conference Strands• Background• Introduction• Investigation• Results• Application of Results in context• Conclusion• Questions?


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NLT Conference Strands

• Purpose-creating a sense of purpose and relevance

• Effective teaching strategies• Contextualised learning

• Engagement-engaging learners and meeting needs

• In-class learning• Digital learning


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Background

• Interests in mathematics especially its relationship with literacy & numeracy. TEC Initiatives (NCALNE) leading to Masters in Adult Literacy & Numeracy (AUT).

• Teaching Business Computing, Statistics and other Information Technology Courses at levels 3-7

• Work and educational settings laden with math concepts and can be a common barrier to fuller academic development of student’s potential


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Introduction

• Large quantity of literature on Math Anxiety

• Wide selection of resources, support and initiatives to help math learners at all levels and contexts

• Overseas and NZ initiatives on Literacy & Numeracy. TEC Strategy implementation.

• However Math Anxiety is alive and well (Whyte and Anthony, 2012).


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Local Examples

• Statistics for Commerce students: demanding literacy, numeracy requirements with some mathematical content and anxiety associated with it.

• Pre-entry Nursing students working with Excel formulae and drug calculations

• Remedial mathematics offered by colleagues to students in trades, environmental management, and nursing

• IT students learning the binary number system


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Investigation

• Gain a better understanding of this phenomenon through the literature; reflection; and application.

– Define Math Anxiety (MA) and consider the formal & informal contexts

– Classify and analyse potential MA risk factors– Classify and analyse potential strategies to address MA– Represent risk factors and strategies visually– Conclusion(s)


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Definition(s)

“a feeling of tension, apprehension, or fear that interferes with math performance” (Ashcraft, 2002)

“the panic, helplessness and anxiety that some individuals experience when required to solve a mathematical problem” (Benner, 2010)


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Risk Factors

– Intrinsic: focused on intrapersonal, affective aspects e.g. fear of numbers, performance, stress, self-confidence, emotional responses, negative attitude to mathematics

– Extrinsic: focused on interpersonal and environmental aspects e.g. the teaching style, methods of problem-solving, teacher’s MA, lack of empathy, approach to errors (students and teachers)


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Strategies:Intrinsic

– Learners’ responsibility to develop a positive attitude

– Develop mathematical resilience, seek help

– Collaborate with others, learn to channel their emotions into determined problem-solving


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Strategies:Extrinsic

– Group work, positive attitude modelled to learners, empathy, informal methods of problem-solving, up skilling teachers, managing teacher’s MA, use of computers and applications e.g. Excel to support manual workings, Kinaesthetic approaches e.g. “Math Propulsion”

– Making explicit connections between informal and formal knowledge

– Positive attitude to errors as learning opportunities and expose alternative approaches / perspectives


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Results

– MA is a highly complex and multi-dimensional phenomenon

– Teacher mathematical content knowledge crucial– Multiple problem-solving strategies repertoire– The power of informal methods for mathematical

problem-solving shifting the locus of control– One strategy could address multiple risk factors


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Representation


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Application of Results in Context: making explicit connections between informal and formal . E.g. Confidence Interval for mean travel times.[Broad similarities in concepts that students often have an informal instinctive knowledge of.]

Informal

• Multiple journeys• Accuracy of estimated time• Number of journeys• Best case (shortest time)• Worst case (longest time)• Typical weekly time• Typical semester time (long

run – but unknown)

Formal

• Repeated samples• Confidence level• Sample size• Lower confidence level• Upper confidence level• Sample mean travel time• Population mean travel time


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Reflection-Positive

Plenty of resources and strongly motivated educators recognise MA and are keen to help. There is broad evidence that MA is learned and hence has potential for ‘unlearning’.

– TEC’s foregrounding of Literacy and Numeracy makes MA more visible

– MA is clearly a fascinating challenge that offers many opportunities for educators professional development, and continual reflection into the learning process


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Reflection-Minus

– MA can involve very strong emotions in learners and teachers

– The evidence in the literature and from personal experience that MA is a pervasive challenge to students and to some extent educators

– MA occurs at many academic levels and even ‘advanced’ students can suffer from the effects of MA when they encounter numerical situations

– Limited PD opportunities for full qualification of existing teachers


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Reflection-Interesting

– More highly-qualified teachers have the strongest position to teach from: however this must be complemented by a keen sensitivity to the difficulties and anxiety that many individuals experience on their mathematical journeys

– Informal methods of mathematical problem-solving need to be valued and respected as part of the repertoire of strategies learners bring to their study

– Collaboration, group work, kinaesthetic approaches, and emphasis on hybrid multiple strategies are important and need to be respected


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Summary

– Math Anxiety is a real and persistent challenge(level and sector-wide)

– Risk factors (visible and more subtle) exist and can be classified as Intrinsic or Extrinsic

– Many strategies exist and the power of one strategy addressing multiple risk factors

– Representation of Math Anxiety on continua– Emotional component important (acknowledgement and

management)– Students’ responsibility for their learning and the focus on

the teacher as the source of the problem needs redress


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Opportunities

• Opportunities

– Continually review one’s teaching in the light of research– Recognise and support staff in their PD and dealing with

their MA– Keep and open mind to whatever helps students to learn

and overcome (or manage MA)– Try to develop mathematical resilience in our students

(and selves)


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Questions?

3 john mumford math anxiety

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