I Hear And I Forget; I See, And I Remember; I Do, Essay

3270 WordsMay 1, 201214 Pages
I hear and I forget; I see, and I remember; I do, and I understand An Investigation in Teaching Students with Math Anxiety I hear and I forget; I see, and I remember; I do, and I understand An Investigation in Teaching Students with Math Anxiety Bonnie Billings Abstract The purpose of this paper is to share with the reader the results of an inquiry into the ideology of mathematics anxiety, a debilitating fear of math that people of all ages and occupations experience. To help teach students with math anxiety, it is imperative that teachers understand what math anxiety is, how it is caused, and how it can be prevented. Research, theories, and suggested instructional methods for reducing and preventing math anxiety are included in this paper. Introduction “I can’t do it,” “I hate math,” “It’s too hard,” “I feel so stupid” and “I just don’t get it” are litanies I have heard over and over again from students of all ages as they worked mathematic problems or discussed their math experiences. During my teacher training and experience as a private tutor I observed that many students have these feelings as they learn new concepts and struggle to solve new types of math problems. Most students expressing this type of dislike or discomfort with math soon became confident and competent through further experience. There were, however, a number of students who appeared to exhibit severe anxiety when it came time for them to solve math problems. After talking with the students’ teachers I ascertained that the anxiety these students experienced was linked specifically to mathematics. The symptoms of mathematics anxiety I have observed in elementary school students varied, but they often progressed in a similar fashion. When a student exhibiting math anxiety was asked to practice a new concept on their own, they would typically attempt to solve the

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