The article "Symptoms of Math Anxiety" by Sheila Tobias outlines many reasons why people suffer from math anxiety. These reasons include: Jumping to the conclusion that it is just to hard and they are not smart enough, being afraid that they are "faking it" and everyone will soon find out how dumb they actually are(150), using "memorize-what-to-do approach" (Tobias 150), math being taught in segments and the student really not being about to put all the pieces of the puzzle together (151), teachers rewarding accuracy only and not celebrating mistakes (151), and lastly the mathematical minds myth.
I myself have always done fairly well when it comes to mathematics. I still have anxiety when it comes to the subject though and I can relate to some of these catalyses. I have always had a nagging fear that I am "faking it". Yes I would do go on the test, but my overall understanding of the material your evaporate soon after the test. I believe that can be attributed to the "memorize-what-to-do approach" (Tobias 150). If I did not understand a concept I would make sure to find the easiest way to complete the problem accurately. I would do this by looking for key words that would indicate to me what I was supposed to do. To this day I am still not sure I understand half the concepts of which I have received an A for.
I do believe that these problems are inter-disciplinary. Especially that teachers do not celebrate mistakes enough. This is not true for all teachers, but I would say most. Mistakes will help one learn. With mistakes come a lesson, with the lesson comes an understanding of why that approach was wrong, which will inevitably lead the person to the right answer. I have heard numberous times that someone has a "mathematical mind", or an aptitude for English, by saying these things to some students it can make others feel inferior. This makes me think that the problem of saying someone is gifted in a subject over others will make students think that no matter how much work they do they can never be as smart as the "gifted" student. For that reason this problem is also inter disciplinary.
I also doubt my understanding of the concepts I've learned in math. I am quite decent at math, it always came easily, but truly understanding the concepts are unclear. As for have math anxiety for the test, I have continued to have anxiety even after the exam in fear of failing it. In the sense that exams are a memorization of material, I find that more courses besides math, follow this approach. I do agree that most teachers do not incorporate mistakes enough after the fact and that if they did understanding would be the ultimate result.
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