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What’s So Scary About It? : A Study of Math Anxiety

What’s So Scary About It? : A Study of Math Anxiety. By Julianne Hickman. Introduction. Definition of Math Anxiety Why? Mental Insecurities Pressure to perform quickly Educators at any level. Goals. Today, we will discuss Possible Causes Methods of Alleviation My Goals as an Educator.

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What’s So Scary About It? : A Study of Math Anxiety

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  1. What’s So Scary About It? : A Study of Math Anxiety By Julianne Hickman

  2. Introduction • Definition of Math Anxiety • Why? • Mental Insecurities • Pressure to perform quickly • Educators at any level

  3. Goals Today, we will discuss • Possible Causes • Methods of Alleviation • My Goals as an Educator

  4. Chapter 1 - Possible Causes Educators are the most discussed cause of math anxiety.

  5. Elementary Level Teachers • Enthusiasm/Attitudes • Time • Lack of Knowledge • How to teach instead of what to teach

  6. Secondary Level Teachers • Reliance on drill • No real life applications • Too much competition

  7. Other Factors • Family Life • Working Memory • Emotional Aspects

  8. Chapter 2 - Methods Methods can be broken down to: Teachers Students/Parents

  9. A Teacher’s Role • Personal Education • How do they feel about math? • Mannerisms and Principles • Lesson Plans

  10. A Parent’s Role • Encouragement

  11. A Student’s Role • Relax • Think Positively • Practice

  12. Chapter Three My Plan of Action

  13. Introduction Learning from Past Experiences • Minute Math • Calling Out Students • Competition

  14. Step One: Identify the Problem • Questionnaire • Talk Individually with Students

  15. Step Two: Modify the Instruction • Different Environment • Away from Direct Instruction • Hands on Projects and Visuals

  16. Step Three: Hope for the Best • Another Questionnaire • Make Improvements from there

  17. Future Research • Personal Classroom Experiences • See what works

  18. Sources C. Adkisson and L.P McCoy, A Study of Teachers' Perceptions of High School Mathematics Instructional Methods, Wake Forest University Education Report (2006), 1-6. C. Albrecht, Lift the Math Curse, Teaching Pre K-8 36 (2006), 52-53. S.A Amato, Improving Student Teachers' Attitudes to Mathematics, Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education 2 (2004), 25-32. C. Arem, Conquering Math Anxiety, Brooks Cole, 2002. A. Barnes and L.P. McCoy, Investigating the Causes of Math Anxiety in the High School Classroom, Wake Forest University Education Report (2006), 13-18. C. Breen, In the Serpent's Den: Contrasting Scripts relating to Fear of Mathematics, Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education 2 (2004), 167-174. G. Burton, Getting Comfortable with Mathematics, The Elementary School Journal 79 (1979), 129-135. L. Cullipher, Awareness of Pre-Algebra, The Educator's Reference Desk, (1994), 1-3. L. S. Fuchs, The Prevention, Identification, and Cognitive Determinants of Math Difficulty, Journal of Educational Psychology 97 (2005), 493-513. B. Glaessner, S. Salk, S. S. Stodolsky, Student Views about Learning Math and Social Studies (in Teaching, Learning, and Human Development), American Educational Research Journal 28 (1991), 89-116. H.Ho, et al, The Affective and Cognitive Dimensions of Math Anxiety: A Cross-National Study, Journal for Research in Mathematics Education 31 (2000), 362-379. G. Scarpello, Helping Students Get Past Math Anxiety, Techniques: Connecting Education and Careers 83 (2007), 34-35.

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