Reduction of Mathematics Anxiety.Report as inadecuate




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Students that have high mathematics anxiety also have negative attitudes toward their potential success in mathematics. The focus of this paper is on changing attitudes towards mathematics, particularly those of arts majors. Suggestions for changing attitudes come out of an understanding of differing learning styles among students. Individuals learn best when they are comfortable with the learning situation. For example, students at the Ringling School of Art and Design were rated using the Myers-Briggs type indicator as being predominantly of the intuitive perceiving style. These learning styles are often associated with right-brain learning whereas mathematics is often associated with left-brain learning. Such students should have opportunities to solve problems by self-instruction, group activities, and teacher contact as they like to pursue problems in their own way and work on assignments that make sense. In conclusion, educators must actively involve students in the learning process and provide a relaxed, productive environment for learning, be innovative in approach by allowing for varieties of learning styles, alter student attitudes by broadening the mathematics curricula, develop more effective ways of connecting classroom experiences to the workplace, and demonstrate that the purpose of teaching is to promote learning. Contains 24 references. (PVD)

Descriptors: Academic Achievement, Active Learning, Art Education, Cognitive Processes, Cognitive Style, Cooperative Learning, Educational Improvement, Higher Education, Instructional Innovation, Interdisciplinary Approach, Mathematics Anxiety, Student Attitudes, Teaching Methods











Author: Biller, Jerry

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12539&id=ED406196







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