Kelly Moen

North Syracuse Junior High School

Problem:

Students have math anxiety and lack study skills for mathematics.

Introduction:

“When I look at a math problem, my mind goes completely blank. I feel stupid and I can’t remember how to do even the simplest things.”

“Math exams terrify me. My palms get sweaty, I breathe too fast, and often I can’t even make my eyes focus on the paper. It’s worse if I look around, because I’d see everybody else working, and know that I’m the only one who can’t do it.”

What these students are expressing is math anxiety, a feeling of intense frustration or helplessness about one's ability to do math. What they did not realize is that their feelings about math are common to all of us to some degree, even the best mathematicians. In this webquest we will take a look at math anxiety, its causes, its effects, and at how you as a student can learn to manage this anxiety so that it no longer hinders your study of mathematics. Lastly, we will examine special strategies for studying mathematics, doing homework, and taking exams.

Task:

1) Take a survey to see if you suffer from math anxiety.

2) Create a power-point presentation defining math anxiety, its causes, its effects and how you as a student can learn to manage this anxiety.

3) Create a poster that displays researched strategies for studying mathematics.

Process:

1) Print and complete the survey below to see if you suffer from math anxiety.

Math Anxiety Test

2) Your power point presentation should be at least 8 slides. Slides should contain detailed and accurate information. If graphics are used they are to be relevant to the information. The slides should be in the following order:

Slide 1 – Definition of math anxiety.

Slide 2-4 – State at least 3 causes of math anxiety.

Slide 5-6 – State at least 2 effects from having math anxiety.

Slide 7-8 State at least 2 strategies used to manage math anxiety.

Use the Public Policy Analyst (PPA) to analyze the problem of math anxiety.

1. Define the Problem

2. Gather the Evidence

3. Identify the Causes

4. Evaluate an Existing Policy

5. Develop Solutions

6. Select the Best Solutions

3) Create a poster detailing a researched study skill(s) for studying mathematics. The poster should be no smaller than 8x10 sheet of paper. The poster should be colorful and include a drawing or graphic.

Resources:

· Mathpower

· Coping with Math Anxiety

· Math Study Skills

Search engines such as yahoo or google for math anxiety.

Search engines such as yahoo or google for study skills for math.

Evaluation:

Rubric for the power-point.

Catagory	5 points	3 points	1  point	Total
Information	Accurate and complete information is presented in a concise, logical sequence	Information gaps and lengthy text are evident	Information is incomplete; logical sequence is not evident	___
Background & Text	Background and text compliment each other; easy to read, consistent throughout the presentation	Background is not consistent throughout the presentation; text size and color change with each slide	Text cannot be read on selected background; text size and color make it difficult to focus on information	___
Graphics & Transitions	Graphics are appropriate and relate to content; transitions are consistent throughout the presentation	Few graphics are utilized throughout the presentation, they do not relate to the topic; transitions are not consistent or effective	Little or no attempt was made to utilize graphics or transitions	___
Spelling, Punctuation & Grammar	Spell check has been utilized throughout the presentation; correct grammar is evident	Several spelling mistakes occur throughout the presentation; a few grammar mistakes are present	Spelling mistakes occur throughout the entire presentation, standard grammar usage is not evident	___

Rubric for Poster

Category	4	3	2	1	TOTAL
Information	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Spelling, Punctuation and Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

Conclusion:

Math anxiety affects all of us at one time or another. We will examine several techniques and strategies for managing it. Throughout the school year we will reference our causes and effects of math anxiety as well as our coping strategies and study skills that we have learned as part of this webquest activity.

Standards:

Connections Strand

Students will recognize and use connections among mathematical ideas.

G.CN.1	Understand and make connections among multiple representations of the same mathematical idea
G.CN.2	Understand the corresponding procedures for similar problems or mathematical concepts

Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

G.CN.3	Model situations mathematically, using representations to draw conclusions and formulate new situations
G.CN.4	Understand how concepts, procedures, and mathematical results in one area of mathematics can be used to solve problems in other areas of mathematics
G.CN.5	Understand how quantitative models connect to various physical models and representations

•

Students will recognize and apply mathematics in contexts outside of mathematics.

G.CN.6	Recognize and apply mathematics to situations in the outside world
G.CN.7	Recognize and apply mathematical ideas to problem situations that develop outside of mathematics
G.CN.8	Develop an appreciation for the historical development of mathematics

Representation Strand

Students will create and use representations to organize, record, and communicate mathematical ideas.

G.R.1	Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or objects created using technology as representations of mathematical concepts
G.R.2	Recognize, compare, and use an array of representational forms
G.R.3	Use representation as a tool for exploring and understanding mathematical ideas

Students will select, apply, and translate among mathematical representations to solve problems.

G.R.4	Select appropriate representations to solve problem situations
G.R.5	Investigate relationships between different representations and their impact on a given problem

Students will use representations to model and interpret physical, social, and mathematical phenomena.

G.R.6	Use mathematics to show and understand physical phenomena (e.g., determine the number of gallons of water in a fish tank)
G.R.7	Use mathematics to show and understand social phenomena (e.g., determine if conclusions from another person’s argument have a logical foundation)
G.R.8	Use mathematics to show and understand mathematical phenomena (e.g., use investigation, discovery, conjecture, reasoning, arguments, justification and proofs to validate that the two base angles of an isosceles triangle are congruent)

ELA:

Standard 1: Students will read, write, listen, and speak for information and understanding.

Technology:

· Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

· Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.

· Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

· Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

· Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

· Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.