Self-help Techniques

Students have the big indeed to learn the self-help techniques for combating math anxiety. These techniques include:

1. learn stress management and relaxation techniques

2. combat negative thinking, visualize yourself succeeding

3. do “easiest” problems first, start preparing early before the examination 

4. try to understand the “why” of math concepts rather than memorizing

5. find a support group do math every day and study smart

6. utilize all your resources 

7. reward yourself for hard work!

Shift Toward Assessing Students

Schools really need to shift toward assessing students' full mathematical power by giving students multiple opportunities to demonstrate their full mathematical understanding, aligning assessment with curriculum and instruction, and regarding assessment as continual and recursive (NCTM, 1995). Teachers need to employ alternative forms of assessment in math classes, such as: observations, questioning, interviews, performance tasks, self-assessments of students, work samples, portfolios, writing samples, paper and pencil tests, and standardized tests. By carrying out the authentic assessment, students will be more likely to be problem solvers for the real life situations.  Teachers also need to emphasize more communication in the classroom through discussion, problem solving, discourse, and writing.  

 

Students are very crucible of math anxiety because the math exams represent a do-or-die challenge that can inflame all one’s doubts and frustrations. Here are some techniques and strategies that the teachers must teach to improve students’ test-taking experience, such as   note-taking skills, test-taking skills, relaxation techniques, tell the importance of homework or studying, the way to read and use the textbook, address the positive “I” messages and also guiden students on visualization of success in math.  

Collaborative Learning

Students who collaborate can develop a synergy among themselves which supports their learning, helping them to learn more, more quickly, and more lastingly. Another practical idea for teacher is having the cooperative group work so that able to provide students a chance to exchange ideas. Cooperative groups provide students a chance to exchange ideas, to ask questions freely, to explain to one another, to clarify ideas in meaningful ways and to express feelings about their learning (Furner & Berman, 2002). These skills acquired at an early age will be greatly beneficial throughout their adult working life.

Different Teaching Approaches

According to Spikell (1993), students learn best when they are active rather than passive learners.  Hence, teachers must employ best practices for teaching mathematics in their classrooms by addressing different learning style. We should accept the truth that everyone is capable of learning, but may learn in different ways. The theory of multiple intelligences addresses the different learning styles which the lesson can be presented for visual/spatial, logical/mathematics, musical, body/kinesthetic, interpersonal and intrapersonal and verbal/linguistic. 

Use the computer, scientific or graphing calculators, internet and all technology! There are vast resources out there to help students learn math as well as conquer their math anxiety. Many teachers and professors around the world have developed web-sites dedicated to helping students succeed at all levels of math.

Young children enjoy jokes and cartoons. With all the tension and anxiety, math  humor is greatly needed. The cartoons may be used to introduce a concept or for class discussion whereas the jokes are typical case of real life problems. Apart from that, some games that are beneficial to learners and are enjoyed are cards playing, Life, Yahtzee, Battleship and Tangrams. 

This video below show a fantastic idea that imply the math formulae in a song! I guess that your students might interest your lesson when you play this video.  

Relation of Math

Teachers have the responsible  to help students to see the important of math. Pupils should learn to value and see application for learning math inside and outside the classroom since math surrounds us, everything in life is a problem (many involve math). This will able to help students realize that it is not something from which they can escape, but a tool they need to learn how to use and apply in real-life situations.  It is important for students to become confident in their ability to do math.

Math need relevant to students’ everyday life. Thus, students today need for practical math too. Students enjoy experimenting and engaging in exploring, conjecturing, and thinking rather than, engaged only in rote learning of rules and procedures. So, the use of manipulative will able to make learning math concrete. Some of the abstract ideas can be model or represent by the pictures and symbols. This also provides a chance of hand-on activity for students to enjoy their learning in math. 

Math anxiety happens in the classroom due to the lack of consideration of different learning styles of students. Math must be looked upon in a positive light to reduce math anxiety. Teachers must change their teaching approaches from traditional teaching methods which often do not match students’ learning styles. Once young children see math as fun, they will enjoy it, and, the joy of mathematics could remain with them throughout the rest of their lives. The teachers begin a cycle that will produce less math-anxious students for generations come.

 

Assess Students' Attitude

          How can math anxiety prevent? Schools can help prevent math anxiety from occurring in students because teachers play a critical role in helping to develop positive attitudes toward math. According to Tobias (1987), one way for students to reduce math anxiety is to recognize when panic starts, to identify the inactiveness in their analytic and retrieval systems, and to clear up the static without ceasing to work on the problem. “Mathitude Survey” is a practical idea for teachers and students to assess their attitudes toward math at the beginning of a school. Hackworth (1992) suggested that discussing and writing about math feelings will assist in reducing math  anxiety.