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In traditional learning environments, especially in rural areas, mathematics teachers are virtually seen as ‘gods’ among mere mortals; students tend to worship them.
Mathematics as a subject plays a fundamental role in Nigeria’s higher education trajectory, serving as a foundational tool for various disciplines and career paths.
It is a prerequisite for many university programmes and a key component of a well-rounded education, fostering logical reasoning, analytical skills, and problem-solving abilities.
In essence, mathematics is not just a subject to be mastered; it is a powerful tool that shapes individuals, empowers them with essential skills, and drives national development.
Studies have shown that mathematics anxiety affects roughly 25 percent of students, which can prevent them from learning and taking more advanced mathematics courses.
According to a survey by EdWeek Research Centre, a US–based non-profit organisation with a mission to raise awareness and understanding of important issues in American education, “Fear around the subject can include being in a math class, participating in a problem-solving activity, and taking a test. Oftentimes, students do not outgrow their fear of doing math, and one in four educators reported discomfort with math.”
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Here are three ways, according to Kevin Dykema, a math instructional coach at Mattawan Consolidated Schools in Mattawan, and Braxton Hall, an instructional coach at Oldham County School in Oldham County, teachers can support students with math anxiety and boost their confidence.
Normalise making mistakes in math
Researching math anxiety and math trauma, Viveka Vaughn, an associate professor of mathematics education at Wayne State University, postulates that if a student undergoes one or more negative experiences learning math, it can steer them away from pursuing the subject further. Vaughn emphasised that the primary difference is that math trauma often prevents students from pursuing a career in the math field.
Usually, these students have had negative experiences where a teacher either embarrassed them or didn’t help them through their difficulty with math.
Teachers can help students be more comfortable with making mistakes in math by being a role model. When doing problem sets with students, Hall said he purposely makes a mistake to show that it is normal.
According to Hall, it is ideal to model students with the understanding that even adults, whether a teacher or professional mathematician, make mistakes.
Give students autonomy
Hall also emphasised that in preparation for a unit exam, there is a need to set up different work stations around the classroom that focus on different parts of the unit.
This method, Hall revealed, allows students to work in small groups on material they feel less confident in without being singled out.
This, the expert maintains, gives students that ownership in their education and where they are in getting ready for that assessment.
For Vaughn, students should time themselves during homework assignments to see where they might need more work comprehension.
She encouraged that instead of timing everything as high stakes, maybe some low-stakes assessments and activities can be timed to alleviate some of the pressure and anxiety students have.
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Calm nerves before exams
According to Dykema, educators can do formative assessments and student reflections to gauge which students might need more help.
For instance, at the end of one class, the teacher might list three big ideas as takeaways and asked students to do a thumbs up or down to signal if they understood each point.
Dykema, speaking from a study, stressed that the more that educators can do within their own classroom instead of waiting until the assessment, the better off they prepare students for those assessments.
Hall, who worked with a teacher throughout a school year and before each class, had students affirm that calming their nerves before exams or tests boosts their confidence.
