1. Math Anxiety Joshua Lehman
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2. Sample Question
If f, g, and h are positive integers such that, f is a factor of g, and g is a factor of h, which of the following statements must be true?
Indicate all such statements.
f  is a factor of g2.
f  is a factor of gh.
f  is a factor of h-g.

3. What is Math Anxiety?
A dread of mathematics that “can interfere with manipulating numbers and solving mathematical problems within a variety of everyday life and academic situations (Buckley & Ribordy 1982).”

4. What Causes Math Anxiety?
Math instructors create math anxiety by:
Being hostile
Being inflexible
Exhibiting gender bias
Having unrealistic expectations
Embarrassing students in front of peers (Jackson & Leffingwell 1999)

5. More Causes Teaching practices:
Assigning the same work to every student
Teaching the textbook problem by problem
Not allowing students to complete the problem their own way (Oberlin 1982).
The school system, socioeconomic status, and parental backgrounds can also influence a student’s math anxiety. (Furner & Duffy 2002)
And the primary cause…

6. Test Anxiety Specifically during testing:
Extreme levels of stress
Nervousness
Apprehension
Drastically hinder ability to perform well
Negatively affects social-emotional development

7. What Causes Test Anxiety?
Perfectionism
Low self-esteem
Poor study skills
Family and peer pressure
Timed testing
Ineffective teaching (Salend 2012)

8. Who Does it Affect? EVERYONE! Increased by stereotype threat
The higher the stakes, the higher the anxiety

9. Stereotype Threat
Stereotype threat is the idea that a certain group’s performance or ability in a specific field (e.g., math) will cause an individual to confirm the negative stereotype (Steele 1997).

10. Stereotype Threat in Math
Implications:
Females and students belonging to ethnic minority groups will perform more poorly than males (Steele 1997).
When stereotype threat occurs, females and students belonging to ethnic minority groups perform at a lower level than their male and/or Caucasian counterparts (Johnson et al 2012).

11. Males vs. Females
There are no statistically significant differences between male and female aptitudes for mathematics.
Females are more susceptible to math anxiety.
Aversion to high stakes testing
Avoidance of social comparison (Geist 2010)
Traditionally focus on repetition and “timed tests” as important tools to improve math skill
Benefits the male’s need for structure and order
Hinders the female’s need for creativity and individualism (Pinker & Spelke 2005)

12. Males vs. Females
High stakes assessment, which affects females’ attitudes more than males, leads to higher levels of math anxiety in females.
Differing expectations:
Females tend to become less confident when facing these unfair expectations
Research shows that females have a more drastic decrease in math attitude than males, which accounts for females having more anxiety about mathematics. (Geist 2010)

13. Math Anxiety Effects Math anxiety:
Lowers students’ performance on standardized tests
Lowers grades in math courses
Reduces the likelihood of a student to enroll in advanced high school math courses
Reduces likelihood of selecting a math-related college major (Meece, Wigfield, & Eccles 1990)

14. What You Can Do: The Test
Promote validity:
Content linked to curriculum
Aligned to instructional practices
Schedule tests
Enhance format, readability, and legibility
Motivation:
Relate test questions to students’ lives
Give choices
Work collaboratively

15. What You Can Do: Practices
Anxiety-reduction strategies:
Meditation
Positive self-talk
Guided imagery
Tensing and relaxing muscles
Test-taking strategies:
Study guides
Collaborative review (games, practice test)
Give possible essay questions ahead

16. Sources
Buckley, P. A., & Ribordy, S. C. (1982). Mathematics anxiety and the effects of evaluative instructions on math performance. Paper presented at the Midwestern Psychological Association, Minneapolis, MN. Furner, J. M., & Duffy, M. (2002). Equity for all students in the new millennium: Disabling math anxiety. Intervention In School And Clinic, 38(2), Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal Of Instructional Psychology, 37(1), Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructor in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583–586. Johnson, H. J., Barnard-Brak, L., Saxon, T. F., & Johnson, M. K. (2012). An experimental study of the effects of stereotype threat and stereotype lift on men and women's performance in mathematics. Journal Of Experimental Education, 80(2), Meece, J. L., Wigfield, A., & Eccles, J.S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal Of Educational Psychology, 82(1), Oberlin, L. (1982). How to teach children to hate mathematics. School Science and Mathematics, 82, 261. Pinker, S., & Spelke, E. (2005). Are gender differences in math and science innate? CQ Researcher, 15(19), 461. Salend, S. J. (2012). Teaching students not to sweat the test. Phi Delta Kappan, 93(6), Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613–629.