I hate maths!

Educators have categorized math anxiety into two categories; Type I (mathematical aspect) and Type II (psychological aspect).

Type I math anxiety is caused by certain math symbols, concepts, or terms that create mental blocks in the learning process. A child with this type of anxiety tends to say “I used to be good at math, but I got lost in geometry and algebra”, or “I had a bad math teacher during my elementary years.” Often you will try to learn the lesson, but you will not understand it: “I’m sorry, but I tried.” A Type I child doesn’t usually hate math or math teachers; in fact, she’s excited to talk to math teachers who are willing to listen. Therefore, a compassionate and competent math teacher can be of great help.

Type II math anxiety is triggered by sociocultural factors. The myth that boys excel in math more than girls, or the phantom that math is stiff and numb, ignite these fears. The child tends to say, “I can’t do math” or “Who needs math anyway?” or “I hate math, it sucks!” The child is likely to display illogical behavior towards mathematics or mathematicians. He speaks harshly of friends or relatives who are good at math and the jokes they play on math teachers who are passionately hated. It is almost inconceivable to get a Type II child to talk to a math teacher or take him near a math class. Now, a little anxiety can be conducive, as in the case of a singer about to perform his first performance. It is when anxiety renders one ineffective in functioning that help is needed.

Solving math anxiety:

The Type I student must understand that developing math skills is like building a house; If the base is not substantial, the top will collapse. The best way is to take refresher classes with a kind and patient teacher. What can the teacher do? Recognize the source of your anxiety and mitigate it. If, for example, the% symbol is causing anxiety, then the teacher should try to avoid using% until the student is comfortable with it. This includes working with the student’s communication skills: graphics, written words, sounds, colors, and others. Creativity is necessary. The teacher should also have more than one “teaching script” or approach for each lesson. If one topic creates undue stress, then it may help to divert to another in the meantime. What can parents do? They can help your children take these particular steps:

Make sure your children read their math homework before going to class.

Teach them to write down, underline, or outline the main points, key procedures, meanings, formulas, examples, solutions, and proofs from the lesson.

· Make sure they review their notes immediately after class.

At home, teach them to observe assigned math readings before doing them in depth.

Help children review using different methods, such as reciting aloud, writing, and visualizing the important points of the lesson.

Help them work on at least ten new problems and five review problems during study sessions.

Make sure they study math before their other subjects.

Make sure they have short breaks every 20 to 40 minutes when they are studying math.

Help them finish their difficult math assignments.

Ask them to reward themselves for studying and concentrating.

Do weekly and monthly reviews with your children.

The Type II student is harder to reach, because he already has a full-blown math phobia. A math teacher alone may not be enough; a counselor or psychologist who can work with emotional problems may be required. The goal here is to reduce the student from Type II to Type I. Developing a mathematics education is imperative, and parents and teachers play a key role in this. Parents should share with their children the attitude that learning math is fun, that math involves real and meaningful problems, and that a good foundation in math can lead to a successful career in the future. Only when mathematics is viewed in a positive light do children view it with curiosity, enthusiasm, and aptitude.