Mathematics is “the language with which God has written the universe” (Galileo, 1564-1642). Mathematics is everywhere. It is something which we experience and practice every day. Whether it is to tell the time or using it to code computers, it is all around us.

Does this mean that everyone is a mathematician? Technically, yes. Mathematicians solve problems, investigate, explore, discover, collaborate and use symbols, tables and diagrams. These are skills which most people use in their everyday lives. It is therefore important that children understand the fundamental principles in mathematics, so that they can use these in their everyday lives.

However, some children and adults, suffer from maths anxiety, which is stopping them from engaging with maths as well as they could be.  Maths anxiety is “a general fear of contact with maths, including classes, homework and tests” (Hembree, 1990, p.45). It is medically recognised as stress and comes with multiple physical and emotional symptoms (Turner and Carroll, 1985). Maths anxiety causes headaches, muscle ache and shortness of breath, as well as confusion, intimidation, and concentration problems (Arem, 2010). Children then possess a negative attitude towards maths which leaves them disengaged with the subject and reluctant to use it.

It is therefore crucial, that not only teachers but parents to find a way of combatting this. Parents can do this by encouraging a positive attitude towards mathematics and allow the children to use their mathematical skills at home in various situations. These could include getting the children to tell the time or allowing them to help with cooking the tea and explaining to them how weight works. However, teachers can also help to address maths anxiety by making maths fun within the classroom. Instead of always doing textbook work, teachers could make the lessons more fun and enjoyable for the students. Teachers could also show the students how the mathematical skills and concepts which they are learning, fit into their everyday lives. By doing this, hopefully children will see the relevance and enjoyment of maths.

I personally hope to brush up on my mathematical skills and improve my confidence by engaging with the Discovering Mathematics module and by taking part in the Online Maths Assessment (OMA). The University have provided the OMA to help improve confidence within Education students and to also improve poor levels of mathematical competence (Henderson, 2010).

References:

Hembree, R. (1990) ‘The nature, effects and relief of mathematics anxiety’, Journal for Research in Mathematics Education, 21, pp.33-46.

Henderson, S. (2010) Mathematics Education: The Intertwining of Affect and Cognition. Unpublished doctoral thesis. D.Ed. University of Dundee.

Turner, J.R. & Carroll, D. (1985) ‘Heart rate and oxygen consumption during mental arithmetic, a video game, and graded exercise: further evidence of metabolically-exaggerated cardiac adjustments?’, Psychophysiology, 22(3), pp.261-267.