Maths anxiety can be defined as the feeling of fear we experience that stops us from reaching our full potential in the subject. Haylock and Thangata (2007)

This is something I can say I have experienced myself. In high school, for me, the thought of a maths class would mean doing the same equations out of a textbook without any understanding of what or why I was doing it. I became used to the idea of essentially getting on with what I was told to do – no questions asked.

After failing my National 5 exam in 2015, the maths anxiety kicked in.

Haylock and Thangata (2007) detail that this effects someone in two ways. You first stay away from mathematics problems. Secondly, your ability to recall information you already know becomes weakened. Any motivation I already had was gone. Whatever problem I was faced with, I applied a cannot do attitude. I had the constant fear of failing or constantly thinking i was doing the wrong thing.

Time came to resit the exam in 2016, by this point in the year all I knew was a series of equations with little knowledge of how to apply these to different situations. Basically the how not the why. Maths was the only subject in school I struggled through and didn’t actually enjoy.

So what? This leads us to now. Second year at university with still no idea what a right angle actually is – I know now, I learned last week.

I have chosen to take the discovering mathematics module, as I hope to use it to help to change my embedded thoughts of maths and the classes that I am used to.

Through further reading, I have learned that as maths anxiety is still a form of anxiety, it cannot be cured only managed.  I know it is my responsibility as a developing teacher to help change the views of the children In my class and teach them what I would have I wanted to be taught and told when I was struggling in class. 

Already, I have seen a huge change in myself and the way I see mathematics. When Johnathon first used the term ‘a profound understanding of mathematics’ I nearly fell off my seat. Now I am coming to terms with what this actually means. I can see that maths is all around us. We use maths everyday and have no idea that we even are. I feel that these inputs can only improve my teaching skills. Maths is something we should be excited to learn and use, and this needs to be passed on to children today. 

References

Haylock, D. and Thangata, F. (2007) Key Concepts in Teaching Mathematics. London: SAGE.