Causes of Anxiety in Mathematics Learning
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Mathematics Education Central Department of Education
Abstract
Mathematic and anxiety are considered as two sides of a coin. How anxiety is caused in
learning mathematics is the main problem to have low achievement and performance in
Mathematics in Nepal. The main objectives of this study were to find out the causes of
anxiety in mathematics and to suggest the remedial measures. This study was done in
two schools of Kathmandu valley. Mathematics teachers and students studying
mathematics in higher secondary level within Kathmandu Valley were the population of
the study. Two mathematics teachers, eight students of two higher secondary schools
were selected as research participants. This is a case study about the causes of anxiety
and remedial measure to reduce anxiety, so qualitative approach of research
methodology was used. Mathematics teachers and students were interviewed.
Most of the students didn‟t practice the mathematical problems is a main cause of
anxiety in mathematics. Understanding the structure of subject-matter have resulted loss
of self-efficiency to perform the mathematical task. The challenge of discipline on
students implies dominated behavior toward teacher. Negligence to teachers implies
directly or indirectly anxiety in mathematics learning. Good discipline creates the
seriousness toward study and increases the creativity about the mathematical thinking.
Such thinking is directly helpful in reducing to anxiety in mathematics.
Teacher‟s negligence to check homework is also contributing to the negligence to
do homework from the side of students. As it is hampering to practice more and students
get anxious when they get heavy amount of the task to be done at a time during exam
time. Effective teaching/learning program is helping for reducing anxiety in mathematics
learning. Creative thinking skills are to be used by teachers to address the issue of
anxiety in mathematics learning. Teachers need to create high quality mathematics
programs than regular learning program such as Math Club, Math Quiz and Math Tour to
motivate students in learning mathematics. As a result students can be engaged in
different activities and enjoy in mathematics learning and understand the beauty of
Mathematics. As a result students‟ level of confidence increased.
High degree of cheating behavior didn‟t force to creative thinking about
mathematical subject-matter. Negative attitudes have forced to neglect mathematics
study. Consequently the anxiety in mathematics was increased. The polarization of
students played the negative role for conceptual understanding. Polarization of students
was created unreasonable distance between talent and weak students. Group of talent
students hoped that they have strong mathematical concept if they have not and went
downward with over confidence. Group of weak students thought that they didn‟t
understand the mathematics subject-matter.
Description
Keywords
Anxiety, Learning methods, Mathematics education