what can be done to improve attitudes to maths in welsh primary classrooms?

What can be done to improve attitudes to maths in welsh primary classrooms?

Maths is a very difficult subject to teach and to think about for some individuals. Maths anxiety is a real problem and most student experience this while learning maths in their educational life. Heidi Kirkland explores maths anxiety and states that in her first year of her teaching career she discovered maths anxiety and was surprised that she never heard of such a thing before. (from a personal perspective anxiety has never been familiar to me either until doing research for this blog). She goes on to explain how one of her students ‘struck me as different’ (Kirkland, 2016, p. 11) during their mathematical lessons. This pupil would begin to sweat, showed avoidance, sheet panic in his eyes which are all symptoms and signs of anxiety. But this pupil would only show these signs and symptoms during maths lessons. ‘Maths Anxiety’ , described as a “feeling of tension, apprehension, or fear that interferes with Maths performance” (Ashcraft, 2002)

Existing literature has identified physiological symptoms of ‘Maths Anxiety’ such as an increased heart rate, pigheadedness, increased perspiration and clammy hands (Blazer, 2011) as well as physiological indicators such as feelings of helplessness, worry and a fear if not being able to cope during mathematics lessons (Cemen, 1987) These symptoms are wide-ranging and can impact learners at varying degrees and at varying stages in their life, yet any level of anxiety experienced can create negative, debilitating consequences in the future (Ashcraft, 2002). All these symptoms were recognised in the pupil that Kirkland has explained previously.

Extensive studies have identified the difference between ‘Maths Anxiety’ and ‘Test Anxiety’ (Spielberger & Vagg, 1995). This view can see the problem as rooted in the pupil. If teachers see the problem as internal to the pupil will they take a seat back when trying to resolve this issue? Or perhaps they simply assume it cannot happen to children who achieve well or try their hardest to learn? This seems to be disconcerting and judgemental and may prevent teachers from finding resolutions for individual pupils. (Kirkland, 2016)

While the causes of such a negative culture around maths are numerous and complex, key aspects include:

Bad experiences of maths: Students are often not confident in their understanding of basic concepts and they also don't see the everyday relevance or value of maths. Many have bad memories of school maths and this continues to influence how they feel about maths throughout their adult lives.

Maths anxiety: Maths makes some people feel anxious, leading them to avoid situations where they may have to use mathematics (Chinn, 2012).

A lack of support for adults: Many feel as though it’s too late to improve and don’t know where to go for support. Furthermore, numeracy often takes a back seat to literacy; it enjoys less attention and less support in adult learning and may seem less of a problem. Literacy is vitally important - but so too is numeracy.

Negative attitudes towards maths are damaging, leading to disengagement, increased anxiety and a lack of confidence, and unwillingness to try to improve skills. The impact of low numeracy considerably affects not only individuals’ life chances, but also the UK economy and international competitiveness, especially in a progressively technology centric society. Unfortunately for millions of adults and children in the UK, ‘I can’t do maths’ has become a self-fulfilling prophesy.

National Numeracy have stated that if a more positive and confident culture can be created around maths and numeracy, then it would be expected to see a positive impact on skills and attainment in the UK. The construct of mathematical resilience stems from concept of psychological resilience which represents a positive response to negative situations (Johnston-Wilder, 2013). There are three key dimensions;

Value: Believing that studying maths is worth it, recognising the benefits of improving numeracy.

Belief or ‘Growth Mind-Set’: US professor of psychology Carol Dweck stated that it is our mind-set, not abilities or talent, which lead to success (Dweck, 2008). In a fixed mind-set, people believe that abilities can be developed through dedication and hard work. They seek to learn from mistakes and embrace challenges, they have a can-do attitude.

Effort: Recognising that all learning takes effort – it is part of the learning process. Develop grit: passion and perseverance for long-term goals (Duckworth et al, 2007: 1087). Understand and improve learning methods, ask for support when needed, and search for different ways to achieve goals (Briceno, 2012)

On a personal level, maths has always been one of the biggest struggles during my academic journey. ‘Maths Anxiety’ wasn’t known to me during my school time. However, it was to my understanding that there was more tension and hesitancy during maths lessons from not just myself but my peers also. I believe that the most intimidating part about a maths lesson or test is the thought of failing for getting something wrong as maths is such a complex subject but is one of the most important skills for everyday life. Failing is a big fear of mine as I try to push myself to do the best that I can in all areas of my academic structure that I am currently working towards now being in University. It has come to my attention while researching about this blog post, that ‘Maths Anxiety’ needs to be brought to teachers understanding and knowledge while teaching their pupils as it is such as necessary aspect in life. (Kirkland, 2016: p12) states that initial teacher training providers could ensure that ‘Maths Anxiety’ and its causes, symptoms and intervention strategies are discussed during the training course. Improving all teachers’ awareness of ‘Maths Anxiety’ will help teachers identify it successfully before it becomes detrimental to a pupil.

References

Ashcraft, M. H. (2002) Math anxiety: Personal, educational and cognitive consequences. Current Directions in Psychological Science, 11, No.5, 181-185.

Blazer, C. (2011) Strategies for reducing ‘Maths Anxiety’. Information capsule. Research Services, 1102.

Kirkland, H. (2016) ‘Maths Anxiety’: Isn’t is just a dislike for learning mathematics? BISC: No. 11-13.

Cemen, P. B. (1987) The nature of mathematics anxiety. OK: Oklahoma State University.

Furner, J. M., and Berman, B.T. (2004) Confidence in their ability to do mathematics: The need to eradicate math anxiety so our future students can successfully compete in a high-tech globally competitive world. Philosophy of Mathematics Education Journal, 18, No.1, 1-33.

Attitudes Towards Maths: research and approach overview, available at https://www.nationalnumeracy.org.uk/sites/default/files/attitudes_towards_maths_-_updated_branding.pdf (undated) (accessed on 14/05/19)