September | 2018 | Jenna Menzies Blog

‘Maths Anxiety’

Mathematics is a subject area that is often highly associated with negativity and anxiety. Much of this occurs in adults and stems from previous experiences. Haylock (2006 p2) states that “there are widespread confusions amongst the adult population in Britain about many of the basic mathematical processes.” This misunderstanding creates a negative attitude and thus formulates anxiety amongst student and qualified teachers. It is vital as a teacher to have understanding and confidence with mathematics. Haylock (2006 p1) states “one of the best ways for children to learn and understand much of the mathematics in the primary-school curriculum is for a teacher who understands it to explain it to them”. The key elements here are understanding and explanation. Teachers have a responsibility to the children they teach and a part of this is to have a sound knowledge of subjects in order to explain and enrich the pupil’s learning experience. A solid basis of understanding will mean that teachers can ensure that pupils are appropriately progressing through the curriculum.

My Anxiety with Maths

The day of the first input on Discovering Mathematics, I found myself feeling extremely anxious and questioning why I had chosen the module in the first place.

To my surprise, most others in the class appeared to have the same mindset. With either a lacking confidence or general dislike for mathematics. During the input, the question was raised; can you actually dislike maths as a whole? Mathematics covers so many bases that to dismiss the entire subject is quite a statement. This encouraged me to question my own supposed dislike of the subject.

My Relationship with Maths

In the 4 years since passing my higher maths, I have had an admittedly negative and dismissive attitude to the subject entirely. If the word ‘maths’ or anything related pops up, my immediate response is to exclaim how much I hate maths. Thinking deeper, I don’t believe that I hate maths. I think perhaps I have just complaisant and accepted that I have little confidence in maths. Until now, it has been easy enough to say that I don’t like maths and move on. However, I think this is a mask for my lacking confidence.

Hopes?

I think this module will teach me new and improved approaches to the teaching of mathematics. In turn hopefully boosting my confidence to appear in front of a class and teach maths well. After just one week, I can see the importance of encouraging enthusiasm and confidence with my pupils. I also am hopeful that this module will rebuild my personal relationship with maths.

My aim for this module is to deepen my understanding and break down the personal barriers I have with mathematics. I think this all begins with a willingness to change my attitude towards a subject I have never really enjoyed and this elective is a positive step in this direction.

To end, I discovered this video. These children are commenting on their feelings towards mathematics. This really hit home for me as I realised that i have made every single one of these comments myself as an adult. So I want to improve my maths-esteem.

References

With Maths I can. (2016). With Maths I can. Available: https://www.youtube.com/watch?v=sLPFaOvhlKw. Last accessed 16th September 2018

Haylock, D. (2006) Mathematics Explained for Primary Teachers. London: Sage Publishers.

As we have heard in many of our lectures, ‘a teacher’s work is never done’. I also think that a student teacher’s work is never done because there is a responsibility for constant personal and professional development. I am the type of person who likes to be organised and always on top of my work. However I think it is also important to accept that this isn’t always possible. In semester one I discovered a good balance that meant I could enjoy the experience of university but also prevent myself from becoming stressed. I found starting university to be a big change. I was very worried about writing the assignments as I felt as though I it was a big essay to tackle. However, I decided to start very early in order to give myself time and be less stressed. In the first few weeks I hadn’t learned enough on the topics to begin the essay so I started by breaking down the question and planned the essay and built on it as the weeks went by. So I think I can apply the way I wrote my first essays to writing this semesters assignments. In turn this will take some pressure off of semester two. In a more general way I can also plan ahead because I know if I let work build up it effects how I feel. I think that often we reflect when things go wrong in order to adapt for the future but thinking over the positive can also be useful. If we discover a technique that works it is good to reflect on this to carry it on into the future.

Second semester really solidified for me that I had made the right decision and this was the path for me. I took what I had learned from semester one to improve my assignments. I believe I did well in my semester one assessments, but I think for continued professional development, it is crucial to know that there is always opportunity for improvement.

Professional practice was an experience unlike any other. Due to my nature of being well organised, I really enjoyed the challenge of the folder. it also gave me my first experience to really be a ‘professional’. The teaching practice itself was an extremely valuable and enjoyable experience. I know that I am lucky to have had a positive experience and I really appreciated the support I was given.

First year of university has diminished any anxieties I had about my choice and given me the motivation to continue to develop and do my absolute best throughout the rest of university and into my career.

Afraid of Maths?

Reflection of MA1