On the Gen Twenty blog a wonderful explanation from someone who apparently has all the symptoms of Dyscalculia and Math Anxiety and how she discovered that she needs to change her attitude about the problem to be successful in working on it.
The most important ingredient for overcoming math anxiety and a learning disability, in my experience, is an attitude change.
The onemanbandaccounting has a different view on being “bad at math or numbers” and makes the point that some people use it conveniently for some purposes. Interesting read, probably has some valid points but still you should make sure you detect if it comes from Dyscalculia because there is help!
A good blog post that highlights the problems at colleges with students who need to pass math or statistics exams and have a problem with anxiety.
The best quote:
-I think making course delivery student focused as well as student led would encourage students to share responsibility for their education. Focusing on connecting with students and being perceptive as well as receptive to students’ feedback and willing to revise teaching delivery can enhance the learning climate in teaching rooms. This would promote student interaction and encourage active learning.
A team of researchers led by UChicago psychologists Sian Beilock and Susan Levine found that children of math-anxious parents learned less math over the school year and were more likely to be math-anxious themselves—but only when these parents provided frequent help on the child’s math homework. – See more at: http://news.uchicago.edu/article/2015/08/10/parents-math-anxiety-can-undermine-children-s-math-achievement#sthash.tRINI4Xy.gh0WKHuz.dpuf
Great article about the origins and consequences of math anxiety. The story of a girls who gets humiliated by her math teacher and the follow up over the years. Tips and referrals to resources included, a great read.
Stanford University’s Jo Boaler says teachers and parents should stop using math flash cards, stop drilling kids in addition and multiplication and especially stop forcing students to do calculations quickly under time pressure.
Good-bye Mad Minute Mondays, where teachers hand out quiz sheets with 50 problems to be completed in less than a minute. But wait – doesn’t everyone have to learn times tables? No, says Boaler.
Although her position is unorthodox, Boaler, an education professor and researcher, has spent a career trying to prove why it is the best way for kids to learn.
Fear of math represents not personal failure or a missing gene but wrongheaded “one-size-fits-all” ways of teaching. That, at least, is the theory behind a quiet revolution in math education incubated in the Bay Area that is exciting teachers even more than an elegant proof of the Pythagorean theorem.
A vanguard of math instructors is embracing ideas developed by two Stanford professors to reform math instruction. more HERE
Pamela Price writes a very nice post over on the “redwhiteandgrew” blog about how to overcome math anxiety. illustrated with some videos, you’ll be sure to get some good ideas on how to work with your child on math anxiety.
A great initiative in the UK where a school district organizes classes for parents who want to help their children with their math homework. For many parents their math classes are long ago and methods have been changed. A refresher may just be what they need.
Read all about it HERE also check out the options HERE and HERE
In our link for today a wonderful article that explores why many children do not like math. One of the better quotes:
One child wrote “Maths is like chocolate cake” which at first glance appears to be most positiveuntil you read further as to why she felt this way. She went on to say, “Maths is like chocolate cake –because if you have too much you will get sick!”.
Research tells us that working on your math skills will have results, just saying “bad at math” is not enough. People with dyscalculia have the same opportunity, they just need to get the math taught in a different way.
A study in Math anxiety among students across various majors is presented.
Math anxiety is a phenomenon that has increased over the 20th century, especially in the US.While emotional and disease models have been used to explain the experience, social learningtheories have increasingly been used to explain causality. The cost of math anxiety is high forsocieties because career choices, including those that rely on higher education, can be influencedby its presence.
Bill Yates posted a great story about the markers for Math Anxiety and how they relate to other conditions. Remarkably the Math Anxiety seems not related to IQ, working memory, reading or mathematics achievement. Read up on the rest of this interesting research.
A team (The lead author is UChicago PhD candidate Gerardo Ramirez. Joining he and Beilock in the work are UChicago postdoctoral scholar Elizabeth Gunderson and Susan Levine, the Stella M. Rowley Professor in Psychology.) showed that a high degree of math anxiety undermined performance of otherwise successful students, placing them almost half a school year behind their less anxious peers, in terms of math achievement.