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The Challenges of Maths: Anxiety, Self-esteem, and 'Stuck' Thinking

This article explores why maths can be difficult for many people, discussing factors such as anxiety, self-esteem, and different modes of thinking. It also offers suggestions on how to overcome these challenges and build maths success.

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The Challenges of Maths: Anxiety, Self-esteem, and 'Stuck' Thinking

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  1. Why is maths so difficult? Anxiety, self-esteem and 'stuck' thinking. Jane WarrenDyslexia Tutor AssessorLearning Differences CentreUniversity of Southampton LDC

  2. A few statistics 93% 12.6% 10% 22% 8% 60% People in the US unable to do algebra UK 2004 GCSE cohort who took maths Proportion who gained below grade E US citizens who cannot do arithmetic Girls in the US who do higher maths Dyslexic people who also have difficulty with maths

  3. Self-esteem or maths-esteem? Maths is difficultfor me What shallI do? 1. Work really hardand learn the rules 3. Decide maths is really dumb 2. Decide I’m really dumb

  4. What is maths anxiety? How would you react if asked: What is 7 x 8? How much would something cost if the original price of £120 was discounted by 15%? Solve 3x + 2 = 5x - 5 ¾ ÷ ½ Is the answer <1 or >1? Read this passage aloud to the group

  5. Modes of thinking With thanks to Jan Robertson of De Montfort University, Leicester

  6. Getting stuck Stuck in the toolbox: • “Maths is a set of rules and procedures.” How maths is often taught and perceived at school Stuck in intuitive mode: • “I can give you a ballpark figure.” A common reaction in people not in education Stuck in abstract mode: • “Algebra is easy; numbers get in the way.” Surprisingly common in the dyslexic population

  7. …use the ‘language’ of maths …have confidence to ‘have a go’ and learn from errors Successful mathematics learners… …can remember and usefacts and formulae …have soundconceptual grasp and pattern recognition Building maths success

  8. A way forward? • Start from wherever the learner is • Build motivation • Emphasise process not product • Make time and space available • Talk through anxieties in order to build self-esteem • Spend time on the language of maths

  9. References • Benson, I. (2007) ‘Ditching Piaget’ in Prospect, 130, pp 16-17 • Chinn, S. and Ashcroft, J. (1998) Mathematics for dyslexics: a teaching handbook, (2nd. ed.) London, Whurr • Cockroft, W. (1982) Mathematics Counts, London, HMSO • Cohn, R. (1971) ‘Arithmetic and learning disabilities’ in Myklebust, M.(Ed.)Progress In learning disabilities,11, New York: Grunt & Stratton • Robertson, J. (2005) ‘Does Dyscalculia affect the Learning of Mathematical Concepts? (The‘ Twoness’ of Two)’ in Brain-HE Conference Proceedings 2004-5 http://brainhe.com/resources/ • Robertson, J. and Wright, F. (2005) ‘Learning support for students with mathematical difficulties’ in in Brain-HE Conference Proceedings 2004-5http://brainhe.com/resources/ • Snyder, T., Hoffman, C., Geddes, C. (1997) Digest of Education Statistics 1997, NCES 98-015. U.S. Department of Education http://nces.gov/pubs/digest97/98015.html • Tobias, S. (1993) Overcoming Math Anxiety, New York, Norton • Trivett, J. (1959) ‘The coloured sticks’ in New Scientist, 5,12, pp 1183-1186 http://parents.sociality.tv/about/socialityohs.pdf

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