1. SME 3023:
TRENDS AND ISSUES IN EDUCATION FOR MATHEMATICAL
SCIENCES
INDIVIDUAL ASSIGNMENT:
The W H Phenomenal of Mathematics Anxiety
NAME & MATRIC NO:
WAN ROHANA BT TON MANAN
D20081032225
DATE OF SUBMISSION:
17.11. 2011
LECTURER’S NAME:
PROF DR MARZITA PUTEH

2. 1) What is mathematics anxiety?
Mathematics is perceived as an important subject in general and sometimes it is looked
upon as an indication of intelligence and a degree of mystique surrounds it. Mathematics is also
means many things to many people such as an organized body of knowledge, an abstract system
of ideas, a useful tool, a key of understanding the world, a way of thinking and so on. In addition,
the meaning of anxiety is something felt, an unpleasant emotional (affective) state that is
universally experienced (Sigmund Freud, 1936). In his later formulation, Freud conceived of
anxiety as a signal indicating the presence of a danger situation and differentiated between
objective anxiety and neurotic anxiety.
So from the above statement we can conclude that Mathematics anxiety means feelings
of tension and anxiety that interfere with manipulation of numbers and the solving of
mathematical problems in a wide variety of ordinary life and academic situation. Most of
students have mathematics anxiety. According to Tobias, 1978 say that mathematics anxiety can
cause one to forget and lose one’s self-confidence. People who suffer from mathematics anxiety
feel that they are incapable of doing activities and classes that involve mathematics. Some
mathematics anxious people even have a fear of mathematics or mathematics phobia. Many
students have even chosen their major in the basis of how little mathematics is required or the
degree.
The concept of mathematics anxiety had been investigated as far back ago. Dreger and
Aiken (1957) investigated the presence of a syndrome of emotional reactions to mathematics
which they designated as number anxiety. Lazarus (1974) described mathematics anxiety is
called mathophobia, as irrational dread of mathematics.
As a conclusion, mathematics anxiety is an emotional rather than intellectual problem.
However, it interferes with a person’s ability to learn mathematics and therefore results in an
intellectual problem.

3. 2) Why does it happen?
Many interrelated factors contributed to the formation of mathematics anxiety and
especially among teacher trainees is not uncommon (Haylock, 1995). Lazarus (19974) argued
that mathematics anxiety resulted from poorly designed mathematics curricula. It is related to the
abstract nature of mathematics (Burton, 1979). In addition, many earlier works have analyzed
causes (Pundt, 1990) only a few research studies recognize the interwoven factors that contribute
to the feelings of anxiety towards mathematics and try to point to the sources of mathematics
anxiety, reveal aspects of its nature and provide recommendations for dealing with it (Hartman-
Abramson, 1990). Bush (1991) commented that mathematics anxiety arises from a climate in
which negative attitudes and anxiety are transmitted from adults to children. McMillan (1976)
found that teacher’s attitude and enthusiasm toward a subject had greater impact on student
attitudes than did instructional variables.
More specifically, teachers with mathematics anxiety transmit their anxiety to their
students (Kelly and Tomhave, 1985). In addition, Lazarus (1974) and Wilhelm and Brooks
(1980) added that negative parental attitudes may be transmitted to their children and that parents
often reinforce their children’s mathematics anxiety.
From the research that was conducted (Puteh, 1998), it was found that the causes of
mathematics anxiety were related to:
 Teacher personality and their style of teaching
 Public examinations and their effect
 Affective domain-the self factor, such as personality, perception
 Parental expectations-their aspirations and standards
 Peer group influences
 Relevance – the usage of mathematics in everyday life.

4. 3) Who has it?
Primary school teachers are often found to suffer most acutely from mathematics anxiety
(Briggs, 1993; Briggs and Crook, 1991), possibly because of the lack of a firm foundation in
mathematics, coupled with the nature of the subject itself. Other than that, teacher trainee is also
suffering from mathematics anxiety.
It was evident from the interviews conducted that mathematics anxiety is indeed
extensive among these trainees. The mere fact that there exists such extensive mathematics
anxiety among these trainees suggested that it would inhibit them from achieving their full
potential in the subject (Tobias, 1978) and caused concern about the implication for their role as
teachers as mathematics in Malaysia primary schools.
4) When does it occur?
Math anxiety can occur when participating in class, listening to a lecture, while doing a
math related problem, or during a test. Moreover, such anxiety can happen on elementary school
children, high school and college students (Tobia, 1993). It is important to know that it can
happen to anyone at any age no matter of their mathematical ability. A positive experience while
learning mathematics can help overcome these past feelings to allow success and future
achievement in math.
5) Who create it?
Math anxiety is often developed as a result of student’s prior negative experience when
learning math in the classroom or at home. Teachers and parents often exacerbate a child’s level
of anxiety by imposing their personal views about math. Each negative experience is transferred
into the thoughts of any future math work and ultimately causes a lack of understanding of
mathematics. Traditionally, students have been taught to memorize mathematical concepts
without actually working through problems and comprehending the reason behind the math skill.

5. 6) How do you reduce it?
There are many reasons why enhancing the awareness of mathematics anxiety among
teachers and especially teacher trainees is potentially important and should not be overlooked.
First, teacher’s attitude is a potent force in the classroom and their attitudes and their enthusiasm
toward a subject have a great impact on students’ attitudes (Ernest, 1991). Hence a teacher who
is in love with the subject tends to infect students with a similar enthusiasm, whereas a teacher
who hates and fears mathematics will influence students negatively.
Secondly, making teachers or trainees aware of the existence of mathematics anxiety
might be a starting point for them to help their students overcome their mathematics anxiety,
while addressing their own mathematics anxiety at the same time.
Thirdly, a discussion or a comptemplation of the events in our past that have formed the
basis for our feelings about and attitude toward mathematics today should help focus our
feelings. Feeling and attitudes are a part of what we are and we should recognize them and try to
identify their origin.
Lastly, as far as mathematics is concerned, it appears that teachers play an important role
in making students like or dislike the subject. Educators may need to take a more proactive role
in encouraging students to become exited about mathematics. These measures include teachers
who:
 Show that they like mathematics
 Make mathematics enjoyable
 Show the use of mathematics in carees and everyday life

6. 7) How do you eliminate it?
A positive attitude will help. However, positive attitudes come with quality teaching for
understanding which often isn't the case with many traditional approaches to teaching
mathematics. Ask questions, be determined to 'understand the math'. Don't settle for anything
less during instruction. Ask for clear illustrations and or demonstrations or simulations. Practice
regularly, especially when you're having difficulty.
When total understanding escapes you, hire a tutor or work with peers that understand the
math. You can do the math, sometimes it just take a different approach for you to understand
some of the concepts. Do not just read over your notes. Practice the math and make sure you can
honestly state that you understand what you are doing.
Lastly, be persistent and do not over emphasize the fact that we all make mistakes.
Remember, some of the most powerful learning stems from making a mistake.