MATH ANXIETY 

IN CLASS 3-204

 

Lemonia Thomatos

Public School 85: The Judge Charles J. Vallone School in Queens

lthomatos@schools.nyc.gov

 

 

 

INTRODUCTION

Math. It can cause anxiety in students. Symptoms can be emotional and physical. Some students experience insecurity while others try to avoid the subject altogether. There are varying levels of anxiety. At the sight of a math word problem on a test, there can be a feeling of helplessness, the heart may start to race, possibly accompanied by some nausea. The brain shuts down and the student feels they can’t do it. They’re not clearly thinking and it all goes downhill from there.

A public policy must be developed, implemented, and monitored as a way to overcome this problem that students are currently facing in Class 3-204. Math anxiety is an emotional reaction to mathematics based on a past unpleasant experience which harms future learning. A good experience in learning mathematics can control these past feelings. Success and future achievement in math can be realized.

In this WebQuest, you will use the Public Policy Analyst (PPA) to analyze the social problem of Math Anxiety in Class 3-204. You will develop a new classroom policy to help reduce the problem so that it interferes less with your studies of mathematics.

 

 

TASKS

1.    Take a survey to see if you suffer from Math Anxiety.

2.    Create a PowerPoint presentation on the problem of Math Anxiety in Class 3-204 using the Public Policy Analyst (PPA).

 

PROCESS/RESOURCES

·         Click on the survey link to see if you suffer from Math Anxiety.

·         Tally up the numbers from your answers to determine your score and check against the Score Guide.

·         Analyze your results to use as evidence with Step 2 of the Public Policy Analyst (PPA).

·         Create a PowerPoint presentation on the problem of Math Anxiety in Class 3-204 using the public Policy Analyst (PPA). Your presentation should be at least six (6) slides.

·         Slide 1: Definition of Math Anxiety

·         Slide 2: Gather the Evidence of Math Anxiety

·         Slide 3: Identify the Causes of Math Anxiety

·         Slide 4: Evaluate an Existing Policy on Math Anxiety

·         Slide 5: Develop Solutions for Math Anxiety

·         Slide 6: Select the Best Solutions for Math Anxiety

·         Use the following links to help you gather information for your PowerPoint presentation on Math Anxiety:

·         http://www.math.com/students/advice/anxiety.html

·         https://www.mathgoodies.com/articles/math_anxiety

·         https://childmind.org/article/help-kids-with-math-anxiety/

·         https://www.scholastic.com/teachers/articles/teaching-content/conquering-math-anxiety/

·         https://www.wikihow.mom/Help-a-Child-with-Math-Anxiety

·         Click on the following images to direct you to videos that can help you understand more about Math Anxiety and how to overcome it.

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You will be divided into groups of four (4). Each group member will have a specific role. All group members must work together to conduct the research on the social problem collaboratively. You will create a PowerPoint presentation with all your findings on Math Anxiety.

 

 

EVALUATION

Please refer to the rubric below to see exactly what is needed for the best possible grade.

 

 

CONCLUSION

If you suffer from Math Anxiety, know that you are not alone. Anxiety about performing well in math is more common than you think. If we understand the causes of the anxiety and find solutions on how to overcome it, it will no longer interfere with retaining, applying and acquiring new Math knowledge.

 

 

STANDARDS

Key Ideas and Details:

·         CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

·         CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

·         CCSS.ELA-LITERACY.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

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Craft and Structure:

·         CCSS.ELA-LITERACY.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

·         CCSS.ELA-LITERACY.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

·         CCSS.ELA-LITERACY.RI.3.6 Distinguish their own point of view from that of the author of a text.

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Integration of Knowledge and Ideas:

·         CCSS.ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

·         CCSS.ELA-LITERACY.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

·         CCSS.ELA-LITERACY.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.