MATHEMATICAL ANXIETY
According to mathematicians, mathematics has different definitions. Some see it as counting and measuring, others as an art of thinking, the common language of science, and still others as a means of communication or a discipline. However, all mathematicians agree that mathematics is a universal language. Mathematics is the only method of thinking that leads us to truth and certain knowledge (Yıldırım, 2004). Mathematics is the science of reason and logic. The most important feature that distinguishes mathematics from other sciences is that it is entirely a human product; that is, if humans did not exist, physics, chemistry, biology, geology, and astronomy would still occur, but mathematics would not exist (Kart, 1996).
Anxiety can be defined as the state of fear of an expected danger (Turgut, 1978). Math anxiety is an irrational fear that causes anxiety and tension in daily and academic life, hindering the solution of mathematical problems and the use of numbers (Richardson and Suinn, 1972), or causing students to freeze up during mathematical thinking, reducing their performance and hindering their learning (Miller and Mitchell, 1994). This situation negatively affects students' mathematical performance. With rapidly developing technology and science, mathematics teaching and the acquisition of mathematical skills have become more important than ever. Mathematics is the most powerful tool to learn in order to adapt to this development. Moreover, the level of mathematical achievement is of great importance in students' school success and career choices. Therefore, knowing and eliminating the reasons that hinder mathematical achievement is of great importance for a successful academic life and a good career. At the forefront of these obstacles to success is undoubtedly math anxiety (Betz, 1978). Anxiety, which leads to negative attitudes towards mathematics, is a significant factor affecting the emergence of mathematical abilities, especially in students (Hannula, 2005).
So, what are the causes of math anxiety?
The primary cause is students' past experiences in class. Students who don't understand the solution to a math problem during class panic. Thoughts like, "Will my classmates make fun of me if I ask about what I don't understand?" or "What if my teacher gets angry and asks why I don't understand?" cause students to avoid participating in class. Students who think, "I won't be able to learn math, I won't be able to do it," don't learn. This panic, combined with failure in calculations on school exams, creates disappointment. Students with increased anxiety levels fail in math class, leading to statements like, "I don't understand math," "I don't like math," and "I get bored in math class." Here, teachers should create a democratic classroom environment that allows students to overcome their fear of making mistakes and ask questions freely. A student who asks questions will encourage their classmates, and learning will occur in students who ask questions about things they don't understand and participate in the lesson.
Another cause of math anxiety is family pressure. Parents' desire for their children to always excel in math, constant comparisons with other students, and excessive ambition increase expectations, leading to anxiety in the student who thinks, "What if I can't meet my family's expectations?" Scientific research shows that anxiety levels are much higher in children from families with higher levels of education. It is crucial for every family to be aware of their child's abilities. Families who are aware of their child's capabilities, desires, areas of success, and academic performance create a supportive environment free from pressure, showing trust and not expecting more than they can handle. This prevents anxiety from developing in students, and any existing anxiety will disappear over time.
The fact that students' future career aspirations and desired professions are related to learning mathematics, and that mathematics is not only necessary in school but also used in many aspects of daily life, is another factor that increases students' anxiety levels. The most effective way to alleviate anxiety is for students to be motivated and see themselves succeed as a result of their efforts.
Math anxiety in students varies according to grade level. In 5th grade, anxiety is quite low due to the simplicity of the topics, which are a review of previous years, and the large amount of time allocated to activities. In 6th grade, anxiety levels rise as the subject matter becomes more dense, and in 7th grade, anxiety increases as students' knowledge of secondary school exams increases and they begin to observe 8th-grade students. By 8th grade, the reality of the LGS (High School Entrance Exam), the need for long and intense study sessions, and the decisive role of mathematics in the exam, all combine to create a high level of anxiety combined with exam stress. In such cases, support should be sought from the guidance service, and anxiety management techniques should be implemented. Furthermore, collaboration between teachers and parents is essential in finding solutions.
SOURCES
Yıldırım, C. (2004) "Mathematical Thinking", 4th Edition, 12
Kart, C. (1996) "Mathematics and its Role in National Development", Contemporary Education Journal,
Turgut, M.F. (1978) "Measurement and Evaluation in Education", Ankara
Richardson, F.C. and Suinn, R.M. (1972)..The Mathematics Anxiety Rating Scala: Psychametric Data". Journal of Caunseling Psychology 19,551-554
Miller, L.D.. and Mitchell, c.E.. (1994) "Mathematics Anxiety and Alternative Methods of Evaluation" Journal of Instructional Psychology.21 (4)
Betz, N. E. (1978) “Prevalence, Distribution, and Correlates of Math Anxiety in College Students,” Journal of Consulting Psychology, 25: 151–157.
Hannula, M. (2005) "Affect in mathematical thinking and learning. The Future of Mathematics Education and Mathematics Learning". BIFEB Strobl.Austria, August.
