In some schools almost half of the students have had test anxiety, but the number of students who suffer from test anxiety varies greatly between schools, “depending on factors such as gender, race, and socioeconomic status” (Wood et al. 234). An effect of this test induced anxiety is the increased probability that inaccurate scores are the consequences because of the inaccurate representation of their knowledge. Stress causes the student’s mind to go blank and forget all the information which they have been studying. This forgetful nature, then leads students to fill in random answers and receive a low score on the exam, but this score does not mean that they do not know the material.
(Meece, Wigfield & Eccles, 1990, p. 60) This fear of mathematics, initially termed mathemaphobia or mathophobia, is currently termed mathematical anxiety. Mathematical anxiety can be defined as “the feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary and academic situations"
If positivity is absent during math, students will begin to doubt and devalue their math skills. These positive messages can then override whatever they have heard in the past. Unfortunately, math is different than other subjects, it “…is taught in ways that are not used by other subject teachers, and people hold beliefs about mathematics that they do not hold about other subjects” (Boaler 21). Alongside the negative messages of math comes the crippling exams and tests that come along with math students seem to have high anxieties about. Math is tested more frequently than any other subject in the U.S. (Boaler 21), which can be exhausting and debilitating.
C. L. Taylor did this research to identify the factors that affect mathematical aptitude. Dr. Taylor considered various variables for the study, which are problem solving ability, interest in subject matter, differential abilities, IQ, success in Mathematics etc. Sample for research was 371 junior maths students of two public schools in Iowa. Finding of the research showed that high verbal ability, personality factors, reading ability, musical ability, interest in math, and socioeconomic data have all been shown to predict or correlate with math achievement. Also, factors of mathematical aptitude are: quantitative thinking, computational skills, interpretation of natural science reading materials, vocabulary, use of sources of information, general reasoning and logical thinking, knowledge of science, interpretation of social science concepts, and algebraic skills.
Critique: Math Is a Waste for Most “Math Is a Waste for Most” (2008), by Florida criminal law attorney Sam Fields, explores a number of perceived disadvantages of required math classes. Fields’ passion driven article opposes the Florida legislature’s ruling that Algebra II be a requisite for High school graduation. He begins by expressing his personal experiences with advanced math classes. He asserts that his ability to get far in his career without being proficient at high level math shows that higher math skills are not important for every student to learn. He continues his argument by acknowledging that new technology has a strong influence in the mathematical world.
Because of this people may tend to become hot-tempered and somewhat unapproachable. Just like depression, panic disorders and anxiety disorder often run in families. As a result, genetics, biochemical and environmental factors may also be a reason for a student to have anxiety disorders. According to Mr. Ebtehaj, an interviewee who has been studying psychology for
These causes the students to get lower grades at Math, even the teacher themselves don’t want to teach Math. Some students feel like math is a new language. When students fail to work in a math class they may feel scare and try to ran away math as much as possible in the future. Some math teacher doesn’t know the beauty of math. Many students think that they do not need math in future for example some want to be a footballer but they thought they don’t need math of course even football need math like having angles.
The biggest reason why students cheat in school is because they are pressured by their guardians to do well. Some people think that the reason why students cheat during tests are because they are too lazy to actually do the work and because they think that everyone cheats even celebrities
They must understand more than anyone that these desired grades is not belong to them. With the effort they made, they are not deserved to receive these good results. And if they think high grade is a success ensuring for a promising future, they are having a delusion of success. In the article “Studies Shed Light on How Cheating Impedes Learning” by Sarah Sparks, two interesting tests show that cheating makes students misunderstand about their real ability. Students who cheated in the first test were overconfident in the second test without cheating and must see an incredible gap between their expectation and actual performance.