The Peril of Math Anxiety

The March issue of Teaching Children Mathematics cited a recent study from Stanford University School of Medicine showing, for the first time, how brain function differs in people who have math anxiety from those that do not. The 2012 study involving second and third grade students that showed signs of math anxiety while they were performing addition and subtraction problems. The study found that the part of a student’s brain that was responsible for mathematical reasoning was less active while the portion of the brain associated with negative emotions was more active. “Until Young and colleagues did this study, no empirical research substantiated the claim that math anxiety can stand in the way of young children’s success in completing problem solving and mathematical reasoning task.” 

Even back in 2000 Vanessa Stuart author of “Math Curse or Anxiety” gave her fifth grade students a survey and found that that her students’ anxiety toward math stemmed from a lack of self-confidence of their mathematical abilities. She knew she needed to raise their self-confidence while teaching them math. She found using journal writing, collaborative group work, as well as other strategies helped. She had groups work on problem solving and encouraged students to share solutions with one another. Students helped one another see a variety of ways to solve problems. They became more willing to take risk and share ideas through journal writing. They also shared frustrations and she was able to reply back in the journals without embarrassing her students.

Teachers have been aware of the importance of supporting students’ self-confidence involving math. Now, the results of this study highlight the importance of assessing math anxiety in young children because of its impact on their ability to be successful in mathematical reasoning and problem-solving.

No Comments

No comments yet.

RSS feed for comments on this post.

Sorry, the comment form is closed at this time.