Tackling math anxiety to boost self-efficacy:

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Stories from math & science

Andrea Goering, David Van Slyke, Paula Thonney, and Stacey Kiser

Center for Teaching and Learning Symposium, Spring 2022

Lane Community College

https://tinyurl.com/math-anxiety

Today’s Plan

• None of us are strangers to the idea that some students don't see themselves as "math people" or "science people." This low student confidence can be a barrier to student achievement and lead to equity gaps in math and science.
• Math and science faculty will share their stories about how math anxiety impacts teaching and learning, and the strategies we use to build student self-efficacy about math and engage students with various levels of math confidence.
• We invite the community to share your stories and strategies as well!

Introductions

What is Math Anxiety?

What is Math Anxiety?

Have you experienced math anxiety? Have your students? What is that experience like?

• Think about the prompt quietly for a moment.
• Introduce yourself to your neighbor (name and pronouns), and share your ideas.
• I’ll ask for a few different hands and different voices to share.

Math Success

Some people don’t experience success in math because they…

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1. Don’t have a math brain
2. Haven’t learned the fundamentals
3. Haven’t had enough practice
4. Have mental roadblocks to trying
5. Have experienced external social or institutional barriers to their success

Being Good at Math

To be good at math, one must…

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• Have innate talent
• Practice, practice, practice
• Have the courage to make mistakes
• Be open to trying different methods
• Recognize barriers and mitigate them

Our Stories & Strategies

Andrea

My Story

• “Math mental block” means missing rich meaning in physics & astro.
• Math anxiety ↔ Stereotype Threat?
• This is an equity issue

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My Strategies

• Recognize math anxiety as an everyday, but not inevitable, experience
• Commit to growth mindset orientation in language & instructional practices
• Communicate and deliver care & support

Head Icons by Toli, CC BY 4.0

Andrea

Making Progress!

“What have you found most confusing?”

“What have you found most interesting?”

“Are you confident that you can perform effectively in this class?”

“What advice do you have for future students?”

“I'm pretty bad at math, so definitely math problems.”

“I'm not very skilled at math, but I am excited to learn”

“I’m not much for math but I’ve found that it’s fun in an odd way.”

“Ask questions… being wrong doesn’t mean you are dumb it means you are learning.”

David

My Story

• Gifted at seeing connections, but not at�doing mental arithmetic
• In graduate school realized my love was teaching people,�not math topics
• See students as clouds of future possibilities with parts�ready to resolve concretely

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My Strategies

• Begin by reducing the "affective filter" that prevents learning�(using both start of term topics and start of class questions)
• Teach and assess study skills and habits of mindset and work�(using specially designed midterms, and standards-based grading with achievements that show the breadth of math use)
• Check into support structures, affirm and support them�(who answers questions? helps you get unstuck? cares for you and yours, or needs your care? classmate study group?)
• Structure class topics and resources to respect the differences between using math versus producing math�(every academic discipline we can use what others made at a higher level then we can make ourselves)

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Jefferson High School research paper by Peter S. Bearman, James Moody, and Katherine Stovel

David

Paula

• What experiences are students carrying?
• being ridiculed when they didn’t understand
• timed tests
• fear of failing, making a mistake, or looking “stupid”
• no credit because you did it a different way

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• How can we create a space where it is safe to ask questions/learn from mistakes?
• less time pressure
• allow students to work quietly at their own pace, walk around and support them/check on them

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• How can I empower my students?
• keep course organized/streamlined (clutter = anxiety)
• give them skills & a taste of success
• help them learn to ask good questions

Stacey

A Call to Action

Resources

• David Van Slyke
• Observations on Math Anxiety
• Being a Mather
• Paula Thonney’s Mindset Activities:
• Math Anxiety
• Mindset - Your Math Abilities
• From Cathy Miner and Dan Hodges via Art Peck
• Preparing to Succeed: Levels of Understanding
• Andrea Goering’s affective slide deck
• Expressive writing for math anxiety
• I also use expressive writing early in the term as a stereotype threat reducer

Continue the Conversation!

1. How do your students (or you) experience math anxiety?
2. What strategies or resources do you have to share?
3. What questions or ideas do you have?

https://tinyurl.com/math-anxiety-jam

Thank You!

Contact us:

Andrea Goering: goeringa@lanecc.edu

David Van Slyke: vanslyked@lanecc.edu, https://mathoer.net/

Paula Thonney: thonneyp@lanecc.edu

Stacey Kiser: kisers@lanecc.edu

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special mission by ProSymbols from the Noun Project

Regular Meetings �12-1pm Thursdays�STEM Zone (Building 16-193C)

STEM Transfer Pathway Club

Sign up on Titan Communities

The Magical Number 9

Thursday, May 5, 12-1pm�Building 16-161

Or join on Zoom: https://lanecc.zoom.us/j/96152807409

What is magical about the number 9? Join us for this mathematical magic show, where we will explore the number 9 through card tricks, brain teasers, and more. We'll see how the number 9 plays an important role in history, music, art, and current mathematics. No mathematical knowledge besides basic counting is required to enjoy this interactive talk!

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Guest speaker: Dr. Leanne Merrill from Western Oregon University