tell me mathematics and i will forget; show me mathematics and i will remember; involve me…and i...

Tell me mathematics and I will forget;Show me mathematics and I will remember;

Involve me…and I will understand mathematics.

If I understand mathematics, I will be less likely to have maths anxiety.

And if I become a teacher of mathematics, I can thus begin a cycle that will produce

less maths-anxious students for generations to come.

W. V. Williams, 1988

Maths Anxiety in Third Year Primary Student Teachers

Gillian Frankcom

WHO is Maths Anxious?

• I am…..

• They were..... – 29 third years – 27 women, 2 men– In their final compulsory mathematics

education course (3 in total)

• They are..... – 9 teachers in their first two years of teaching

What ‘Caused’ Maths Anxiety?

• Level 4/5 curriculum mathematics

• Mainly fractions, decimal, percentages

• Exhibiting – Reluctance to engage– Stressed behaviours– Tears!!

Sample question

0.1 x 840 is the same as

• A 840 ÷ 1

• B 1 x 840

• C 1 x 8400

• D 840 ÷ 10

• E 0.10 x 84

Sample Question

• Which letter in the number line above names a fraction where the numerator is nearly half the denominator?

0 1 2 3

A B C D E F G

Maths Anxiety

• Maths Anxiety comprises factors that militate against the learning and understanding of mathematics, such as fear of failure, and physical reactions such as high tension and apprehension resulting in revulsion and sickness.

Maths Anxiety

• Early 20th Century - Physiological changes

• In the 50’s - Scales and instruments

• By the 70’s - Test anxiety

• Burnes (1998) - 2 of USA Population

3

Implications

• Low personal content knowledge

• Avoidance

• Low status

• 50% of primary-teacher applicants have no formal qualifications in mathematics

(Grootenboer, 2003)

Outcomes?

High in Maths Anxiety = low in Maths Self-efficacy

25

45

65

85

105

125

10 15 20 25 30 35 40 45 50

Average MA Scores

Ave

rag

e S

E S

core

s

What makes a difference?

MasteryVicarious Experiences

Social PersuasionAffective States

What makes a difference?

Vicarious Experiences

Mastery Experiences?

Mastery Experiences?

10

15

20

25

30

35

40

45

50

5 7 9 11 13 15 17

Scores on Test 1

Sco

res

on M

A1

Mastery Experiences?Success does not seem to equal lower maths anxiety

10

15

20

25

30

35

40

45

50

5 7 9 11 13 15 17

Scores on Test 1

Sco

res

on M

A1

Mastery Experiences?

Low cognitive load activitiesRich mathematical activities

InvestigationsCooperative

ModellingPractical

Ideal Student?• Low Maths Anxiety

• High Maths Self-efficacy

• Strong personal content knowledge

• Mathematics past year 11

• Positive experiences at school

• Succeeding (A’s) in current degree course

• Actively enjoys “doing” Mathematics

Implications

• Levels of Maths Anxiety could represent a significant barrier to improving mathematics teaching and learning in the primary school….

as teachers teach as taught …..

Next?

Big Question

• How do high levels of Maths Anxiety affect the quality of teaching of mathematics in the primary school?

Now to know mathematics is one thing, and to be able to teach it – communicate it to those at a lower conceptual level – is quite another; and I believe that it is the latter which is most lacking at the moment. As a result, many people acquire at school a lifelong dislike, even fear, of mathematics.

Skemp (1971)