This article begins by introducing math anxiety and the idea that it negatively impacts the brain’s working memory, causing students to freeze. Math anxiety can begin as early as kindergarten, being present even in elementary students. Then it lists the signs and symptoms of math anxiety, which includes avoidance, lack of response, and low achievement. Although some of these may appear as misbehavior or lack of effort, it is important for educators to take a step back and look at the whole picture. After that, this resource provides strategies that support healthy math identities. The first is to give students enough time to allow them to understand why, in order to avoid the memorization of steps that do not even make sense to them. The next tip is to have positive, honest conversations about certain struggles in order to reassure students and reduce their anxiety. For example, going beyond phrases of praise, and instead using specific comments about their problem solving processes and decisions. This works to encourage students while also pertaining to multiple different individuals. It is also important to give students adequate time to answer questions. A lot of math problems/questions require time to think and make connections in order to reach an answer. Avoiding random selection of participants relieves students as well. The final tip is utilizing mixed-ability grouping. This is beneficial because it maintains a positive environment and uniform instruction. It also exposes students to different ideas and perspectives, which encourages healthy problem solving using multiple strategies.  

The ideas expressed in the article provide useful information on math anxiety as well as tips that I can incorporate into my future classroom to reduce it. I can adopt these strategies by allotting time for thought for any questions I have in my lesson places. I will make sure to always be aware of the language I use and provide sufficient feedback to my students on their work. Also, I will make sure the groups are random and have students sitting at tables in order to facilitate peer discussions and group work. As a future secondary education teacher, the math courses in which I would teach are much more complex and conceptual, and therefore, all of these aspects are crucial. 

This article starts with in depth background information on what math anxiety, and even just what anxiety in general is. It also provides lots of data on the extent to which math anxiety impacts our students and society. Descriptions on how math anxiety affects students mentally, physically, and emotionally are given. Then it lists the outcomes of this anxiety, mainly focusing on performance and grades. The specific descriptions of how math anxiety impairs the working memory and cognitive processes is very insightful. Next it discusses the antecedents, which includes important people in a student’s life such as teachers and parents, the ideas imbedded in culture and educational systems, gender stereotypes, and genetic dispositions. It is important to note where this anxiety stems from, in order to attempt to cut it off at the source. Other factors that engage with math anxiety are self-efficacy, prior knowledge, and motivation, which we have learned tend to be not as high for lower-income students. A study was conducted in order to assess math anxiety, where questionnaires were completed to students of ranging ages. This resource ends with implications for practice, for individuals besides teachers as well, that work to prevent or reduce math anxiety. Some of the suggestions are, giving the option to retake tests, utilizing instruction strategies that that enhance student interest due to the fact it relates to them, parental feedback, repetition of material by students, and more.

This information provided me with such intense knowledge on math anxiety, which was eye opening and added to my understanding. I will adopt these strategies by eliminating the belief that success depends on giftedness and instead encourage perseverance and effort. These ideas will also be shared with parents/guardians at back to school night or other online platforms. In my classroom, I will give students the option to make test corrections to earn some points back, as well as give quizzes throughout the year so that test grades are not weighted as heavily. In order to maintain interest, I will utilize different teaching styles (lecture, group work, activities on the board, etc.) so students are engaged and so that all the different types of learners are included. I will try and relate example problems to the students as much as possible, so they feel involved and a sense of familiarity. Finally, I will motivate my students to help themselves by providing office hours, study tips, note-taking advice, and more.

This article takes a closer look at specific groups who suffer from math anxiety. This includes women and people of color. Considering having STEM skills is highly valued in society and the workforce, it is unfair that entering STEM fields is not as accessible to all. It is math anxiety along with this stereotype threat, that women and those of color are not as qualified at math, that cause math performance decrements. This resource involves a study on these threats and gives in depth details about how it was run, the results, the analysis, and more. While that information is very interesting and worth reading, the main idea I wanted to take away from this source was the gender and racial inequity and gaps. One of the main reasons behind the STEM gap is math anxiety, which is paired with stereotype threat. Girls and women report higher levels of math anxiety, partially due to their disinterest which stems from their underrepresentation in the field. Similarly to women, those from different racial backgrounds are more likely to have math anxiety due to the belief that they are incapable and not smart enough. Overall, this source does a good job explaining other factors that contribute to math anxiety that we can all be more aware of. 

Taking ideas from this resource, I will be able to be more socially aware of certain stereotypes or beliefs that could lead to setbacks in my students. To avoid this, I will treat everyone the same and provide the same opportunities to all my students. I will not view the capabilities of each individual different just because of their gender or race. With the ideas in mind, I will be sure to give attention or check ins to female students and those of different racial backgrounds, to make sure their confidence is maintained.  

This resource is very beneficial because it provides descriptions, explanations, as well as videos and examples for every topic. It begins with describing what math anxiety is and lists symptoms and signs. Next it shares the major causes of math anxiety, which includes some new ones such as fear of being wrong and pressure of timed tests and receiving poor grades. The most resourceful part of this page is the twelve tips for overcoming math anxiety. A few involved what teachers can do in their classroom, including math related games. Two of the videos that were incorporated discuss how to make math fun and how to provide positive reinforcement. With mental health becoming more prominent in our society, some more modern tips include anxiety reappraisal, practicing mindfulness, and expressing yourself. I highly encourage this resource because not only does it provide lots of different information, but it presents it in various ways! 

I will adapt these strategies, maybe not through games (due to the fact it can be trickier with secondary education subjects), but with a range of activities rather than just lecturing. Not only does it keep students more engaged, but it allows students with different learning types to be included. One of the issues behind math anxiety is students feeling like it is too hard for them and that they will never understand. Through different, less strict activities, this will benefit them. I will also encourage my students to talk positively and keep my classroom environment positive. Something we did at the start of our class was the five minute meditation. I will incorporate something like this in my classroom because I think it will help ease students’ nerves and give everyone a little reset before class starts. I believe this will overall make learning more effective and less stressful for students. 

This article begins with discussing what math anxiety is as well as refutes some beliefs as to what causes it. Two that are important to highlight include that just because a student has math anxiety does not mean they are not good at math and that math anxiety is not a result of doing poorly in mathematics. Next it lists a few indicators and contributors of math anxiety, which have been listed before, yet they are still crucial for teachers to look out for and take note of. The most beneficial part of this resource are the strategies teachers can implement in their classrooms. This includes starting class with mindfulness/a type of diffuser or asking a warm up question that has multiple answers (for example, something they learned in class the day before). If a student gets a question wrong, focus on how they arrived at their answer, instead of the right answer. To assist with students’ explanations of methods and reasoning, helpful tools such as Padlet or discussion boards can be utilized. Understanding processes and being able to explain the steps in their work is just as important as the actual math. This higher level of comprehension and being able to discuss it with peers will help reduce anxious feelings surrounding math. 

I can adopt these strategies by beginning each class with some sort of joke/fun fact and a stress free question revolving math/the lesson, in order to ease into the class yet still get students’ brains warmed up for the lesson. I will utilize discussion boards during practice problems for students to write down how they think they will go about a problem, and/or after to explain to one another what process they took when solving. I will also include activities such as solving problems on whiteboards around the room, sometimes in groups, just to get students moving around and solving problems in different ways/settings. I believe this will make learning more fun as well as problem solving less intimidating, alleviating math anxiety and increasing success.