{"id":152,"date":"2018-04-24T18:19:52","date_gmt":"2018-04-24T18:19:52","guid":{"rendered":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/?page_id=152"},"modified":"2019-01-15T17:46:51","modified_gmt":"2019-01-15T17:46:51","slug":"math-anxiety","status":"publish","type":"page","link":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/teaching-strategies-student-perspectives\/math-anxiety\/","title":{"rendered":"Dealing with Anxiety"},"content":{"rendered":"<p><span style=\"color: #3366ff\"><span style=\"color: #000000\">It is not uncommon for students to experience negative arousal when doing academic work, particularly math.\u00a0\u00a0<\/span><\/span><span style=\"color: #3366ff\"><span style=\"color: #000000\">Math anxiety refers to the discomfort and negative emotional state when doing math and research shows this anxiety affects academic performance (Hembree, 1990; Ma &amp; Xu, 2004).\u00a0 Research also indicates that undergraduate students with dyslexia report higher levels of math anxiety compared to students without dyslexia (Jordan, McGladdery &amp; Dyer, 2014).\u00a0 Math and statistics instructors who know\u00a0<\/span><\/span><span style=\"color: #3366ff\"><span style=\"color: #000000\">effective anxiety reduction strategies are in a unique position to provide valuable support to students with anxiety.<\/span><\/span><\/p>\n<p>The article,\u00a0<a href=\"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/math-anxiety\/strategies\/\" target=\"_blank\" rel=\"noopener\"><span style=\"color: #0000ff\">&#8220;Reducing the Impact of Statistics Anxiety in College Classrooms&#8221;<\/span><\/a>\u00a0by Kiss, Harari and Vukovic (2018) defines statistics anxiety and provides an overview of the research on strategies to combat it.\u00a0 In addition, we have provided several links to research on math and statistics anxiety that we hope you will find helpful.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>References<\/strong><\/p>\n<p>Hembree R. (1990).\u00a0<span class=\"ref-title\">The nature, effects, and relief of mathematics anxiety<\/span>.\u00a0<span class=\"ref-journal\"><em>Journal for Research in Mathematics Education<\/em>,<\/span>\u00a0<em><span class=\"ref-vol\">21<\/span><\/em>, 33\u201346. 10.2307\/749455<\/p>\n<p>Jordan, J., McGladdery, G., &amp; Dyer, K. (2014). Dyslexia in higher education: Implications for maths anxiety, statistics anxiety and psychological well\u2010being.\u00a0<i>Dyslexia: An International Journal of Research and Practice<\/i>,\u00a0<i>20<\/i>(3), 225-240. doi:10.1002\/dys.1478<\/p>\n<p>Ma X., Xu J. (2004).\u00a0<span class=\"ref-title\">The causal ordering of mathematics anxiety and mathematics achievement: a longitudinal panel analysis<\/span>.\u00a0<span class=\"ref-journal\"><em>Journal of Adolescence<\/em>,<\/span>\u00a0<em><span class=\"ref-vol\">27<\/span><\/em>, 165\u2013179. 10.1016\/j.adolescence.2003.11.003<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>It is not uncommon for students to experience negative arousal when doing academic work, particularly math.\u00a0\u00a0Math anxiety refers to the discomfort and negative emotional state when doing math and research shows this anxiety affects academic performance (Hembree, 1990; Ma &amp; Xu, 2004).\u00a0 Research also indicates that undergraduate students with dyslexia report higher levels of math &hellip; <a href=\"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/teaching-strategies-student-perspectives\/math-anxiety\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Dealing with Anxiety<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":893,"featured_media":0,"parent":460,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-152","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/pages\/152","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/users\/893"}],"replies":[{"embeddable":true,"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/comments?post=152"}],"version-history":[{"count":12,"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/pages\/152\/revisions"}],"predecessor-version":[{"id":561,"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/pages\/152\/revisions\/561"}],"up":[{"embeddable":true,"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/pages\/460"}],"wp:attachment":[{"href":"https:\/\/commons.mtholyoke.edu\/theaccessibletoolbox\/wp-json\/wp\/v2\/media?parent=152"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}