is an important subject in school. It is one of the major subjects that
requires our intelligence in order to solve the problems. Math anxiety has been
defined by Tobias and Weissbrod (1980) as “the panic, helplessness, paralysis,
and mental disorganization that arises among some people when they are required
to solve a mathematical problem” and it is thought to affect a large proportion
of the population. Jones (2001) found that 26% of 9000 American students had a
moderate to high levels of math anxiety, and according to Perry (2004) found
that 85% of students in introductory math classes claimed to experience at
least mild math anxiety.

            According to Richardson and Suinn in 1972, “Mathematics
anxiety involves feelings of tension and anxiety that interfere with the
manipulation of numbers and the solving of mathematical problems in a wide variety
of ordinary life and academic situations.” According to Duffy and Furner in
2002.  Many students, with and without
disabilities, do not feel confident in their ability to do the math. The most
intuitive definition of math anxiety is a fear of math. Quantiphobia (Goldberg
& Waxman, 2003), Mathophobia (Hilton, 1980), math phobia (Pan and Tang,
2005), and Mathematics Learning Distress (MALEI, 2006) are descriptive phrases
that represent the same phenomenon. Despite these variations, the majority of
researchers prefer the term Math anxiety.

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            Having Math Anxiety demands a lot
of attention. According to Perry (2004), 85% of students in introductory math
classes claimed that they have experienced mild math anxiety.  Jackson and Leffingwell (1999) found that
only 7% of their 157 students did not have a stressful experience in their math
classes from kindergarten through high school. Forms of math anxiety range from
moderate test anxiety to extreme anxiety (Perry, 2004). “Mathophobia may be
compared with the loss of one of the primary senses” (Hilton, 1980). Extreme
anxiety can be debilitating inside the mathematics classroom. In Fall 2000, 22%
of entering freshman enrolled in remedial mathematics courses at institutions
of higher education (Parsad & Lewis, 2003), and the dropout rate in these
courses can be as high as 25% per semester, with only one of two students
completing remediation (McCabe, 2003). Often the passing rates in mathematics
classes at this level are below 50% (McCabe, 2003). Intelligent and determined
students often repeatedly fail their mathematics courses as a result of
anxiety. Math anxiety contributes to these dismal statistics, so math
instructors should mentor students to manage their math anxiety. The purpose of
this literature review is to explore strategies for reducing math anxiety.


             According to a study by the College
of Arts and Sciences, Lyceum of the Philippines University, Batangas, mathematics
anxiety which can be extreme is often caused by having a negative attitude due
to a previous bad experience.  Studies
show that one-half of all students in a developmental mathematics class suffer
forms of this type of anxiety. The good news is that a student can manage this
behavior but must learn to manage both the stress as well as improve the basic mathematical

According to Nordin (2008), teachers need to be
aware of the effects of anxiety on students’ achievement and motivation. They
should make an effort to lessen anxiety on these students. Teachers should
develop teaching strategies that help highly anxious students. The   study 
by   Nordin   investigated   whether 
there  was a   statistical 
difference  between
matriculation  students’  motivation 
and  achievement when  they 
were  classified  according 
to the  math  anxiety 
levels.  Further,  that 
study  also  sought 
to  find  out 
whether  there  was  a
significant correlation between (a) mathematics anxiety and motivation, and (b)
mathematics anxiety and achievement.

              While math anxiety still remains
a real issue affecting student performance and confidence, today it is even
more critical with the greater emphasis on producing more students for careers
in STEM fields. In an effort to understand ways to ease math anxiety and
encourage adaptive achievement behaviors to deal with such anxiety, this paper
will explore the topic and provide research-based practices in providing a solution
to this existing problem in our schools. There are many studies that show using
technology in the teaching of mathematics will help to alleviate math anxiety
and encourage students to enjoy learning mathematics.

                As we search on,
we found out that according to Mindanao University of Science and Technology,
Lapasan, Cagayan de Oro City, Philippines, that the mathematics education here
in the Philippines is now in a dilemma. It was shown that the low performance
of the students in the international and national assessment in mathematics
(TIMMS) and the National Achievement Test (NAT). The national performance  of Fourth-year students in NAT from school
years 2004 to 2013 were all below the 75% standard criterion set by the Department
of education in terms of achievement level which is the national problem

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