Mathematical Anxiety - Math Pedagogy

Math Pedagogy

The principles of mathematics are generally understood at an early age; preschoolers can comprehend the majority of principles underlying counting. By kindergarten, it is common for children to use counting in a more sophisticated manner by adding and subtracting numbers. While kindergarteners tend to use their fingers to count, this habit is soon abandoned and replaced with a more refined and efficient strategy; children begin to perform addition and subtraction mentally at approximately six years of age. When children reach approximately eight years of age, they can retrieve answers to mathematical equations from memory. With proper instruction, normally functioning children acquire these basic mathematic skills, and are able to solve more complex mathematical problems with more sophisticated training. (Kail & Zolner, 2005).

High risk teaching styles are often explored to gain a better understanding of math anxiety. Goulding, Rowland and Barber (2002) suggest that there are linkages between a teacher’s lack of subject knowledge and ability to effectively plan teaching material. These findings suggest that teachers that do not have a sufficient background in mathematics may struggle with the development of comprehensive lesson plans for their students. Similarly, Laturner’s research (2002) shows that teachers with certification in math are more likely to be passionate and committed about teaching math than those without certification. However, those without certification vary in their commitment to the profession depending on coursework preparation.

Moreover, a study conducted by Kawakami, Steele, Cifa, Phills, and Dovidio (2008) they examined attitudes towards math and behavior during math examinations. The study examined the effect of extensive training in teaching women to approach math. The results showed that women that were trained to approach rather than avoid math showed a positive implicit attitude towards math. These findings were only consistent with women low in initial identification with math. This study was replicated with women either encouraged to approach math or received neutral training. Results were consistent and demonstrated that women taught to approach math had an implicit positive attitude and completed more math problems than women taught to approach math in a neutral manner.

Johns, Schmader, and Martens (2005) conducted a study in which they examined the effect of teaching stereotype threat as a means of improving women’s math performance. The researchers concluded from the study’s results that women tended to perform worse than men when problems were described as math equations. However, women did not differ from men in a condition with a test sequence described as problem solving or in a condition in which they learned about stereotype threats. This research has practical implications; educating female teachers about stereotype threat can reduce its negative effects in the classroom.