1869 Words8 Pages

In my view: Overcoming math anxiety What is important to the parents will also be important to the child, this usually occurs in a child’s life. If the child’s parents say that math is insignificant and meaningless the child will grow up believing it. The parents’ actions and words helps nourish the child as he or she grows up. Family is the main influence of the child’s growth. If they guide their children to grow fond to mathematics and is necessary to the academic the child could attain a successful life.

There is a lot of reasons on why students fear math. A common thread is the “confusing array of disconnected facts, rules, and definitions.” (Krussel, 1998). Math can be misunderstood and misinterpret by confusion whether words have their*…show more content…*

If they are not treated, their anxieties toward mathematics could grow and those math-anxious teachers may infect generations of students. To prevent this we must know first if the math teacher has math anxiety or not. If they are, this should be treated by helping teachers confront and control their own fears and feelings of nervousness when facing math equations. This is essential in order to stop the spread of math anxiety. A treatment for this is a combination of counselling therapy with liberal doses of mathematics instruction. Most teachers do not simply admit that they are math anxious. The first crucial step is to help these kind of people to admit and confront their own fears because running away from your fears does not make it disappear it will still haunt your consciousness if you do not face it on your*…show more content…*

The first stage is acquisition. In acquisition the focus is for students to get the correct answers despite having limited time to get the answer. It is considered achieved when the student responds correctly to a one-digit plus one-digit addition problems. Regard to initial acquisition, accuracy is a viable measurement of student’s performance. Once the student has acquire accuracy for a particular skill, they may now advance to the second stage which is fluency stage. Fluency or also known as skill mastery is the ability to perform a behaviour correctly, quickly, and with less effort. (Binder, 1996; Haring & Eaton, 1978; Johnson & Layng, 1996; Lindsley, 1996; Miller & Heward, 1992). The amount of time to complete a certain skill is computed when researchers use fluency as a dependent measure. Fluency is an important variable to measure students’ progression in mathematics that requires more complex steps for completion that go beyond initial acquisition (Skinner & Schock, 1995). The next stage is generalization stage, in here the student is able to perform a behaviour under conditions that differ from those conditions during training. An example of this is when a student is trained to provide a verbal response of “Four” when presented the stimulus “2 x 2,” can

There is a lot of reasons on why students fear math. A common thread is the “confusing array of disconnected facts, rules, and definitions.” (Krussel, 1998). Math can be misunderstood and misinterpret by confusion whether words have their

If they are not treated, their anxieties toward mathematics could grow and those math-anxious teachers may infect generations of students. To prevent this we must know first if the math teacher has math anxiety or not. If they are, this should be treated by helping teachers confront and control their own fears and feelings of nervousness when facing math equations. This is essential in order to stop the spread of math anxiety. A treatment for this is a combination of counselling therapy with liberal doses of mathematics instruction. Most teachers do not simply admit that they are math anxious. The first crucial step is to help these kind of people to admit and confront their own fears because running away from your fears does not make it disappear it will still haunt your consciousness if you do not face it on your

The first stage is acquisition. In acquisition the focus is for students to get the correct answers despite having limited time to get the answer. It is considered achieved when the student responds correctly to a one-digit plus one-digit addition problems. Regard to initial acquisition, accuracy is a viable measurement of student’s performance. Once the student has acquire accuracy for a particular skill, they may now advance to the second stage which is fluency stage. Fluency or also known as skill mastery is the ability to perform a behaviour correctly, quickly, and with less effort. (Binder, 1996; Haring & Eaton, 1978; Johnson & Layng, 1996; Lindsley, 1996; Miller & Heward, 1992). The amount of time to complete a certain skill is computed when researchers use fluency as a dependent measure. Fluency is an important variable to measure students’ progression in mathematics that requires more complex steps for completion that go beyond initial acquisition (Skinner & Schock, 1995). The next stage is generalization stage, in here the student is able to perform a behaviour under conditions that differ from those conditions during training. An example of this is when a student is trained to provide a verbal response of “Four” when presented the stimulus “2 x 2,” can

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