Pinder NaiduAsst. Professor Math

Kennesaw State University

Math Anxiety is the anxiety that interferes with: ◦ Number manipulation◦ Test taking◦ Solving problems

Anxiety is usually related to:◦ A past bad experience with mathematics

In school, at work, or at home

◦ A learning disability◦ Low Self-Perceptions

It is important for educators to remember that for adults:

◦ Adults have goals, they are there for a reason ◦ Adults are independent and self-directed◦ Learning for adults is intertwined with

Adult development, socio-cultural influences, and psychological constructs

It is important to remember that:◦ Vision, best at 18, declines around age 40, sharp

decline between 40-55, but slows after 55◦ Illumination, 50 year olds need 50% more light

than a 20 year old to see as well◦ Hearing, gradual decrease with a sharp decrease

after 65 – 70

Cognitive Aging◦ Processes slow but do not fade.◦ Reduced working memory – the ability to store

and manipulate information for brief periods of time.

◦ Reduced ability to ignore irrelevant information.◦ Anxiety can interfere with cognitive processes

Be aware that adults bring with them experience to the classroom

Provide context that is meaningful. Relate to everyday life

Provide information in “chunks”. Do not inundate adults with information

So, don’t go off in a tangent about something unrelated, stay on task

Provide strategies

Number Manipulation◦ Skill development is important so provide small

successful tasks. ◦ Positive tasks help reinforce a positive self-

perception and provides motivation◦ Mnemonics help adults learn faster

Good for learning order (PEMDAS), provide retrieval cues, and help to anchor details

◦ Group work Adults learn in social groups. It provides context.

◦ Hands on material help, example, flash cards

Tell Adults To:◦ Go To Class

Math concepts build, so do not miss a single class◦ Do lots of homework◦ Work on practice tests◦ Do reviews◦ See your instructor if you need help

Be welcoming. It is hard for them to ask for help. Treat adults with respect, they know a lot about

other things. Listen Ask how the student how their teacher works

problems. It is best not to do things differently. Ask them to explain it back. When adults say

“Yes I understand” they really may not. Be patient, adults need time to process. Adults need encouragement too. Try to let them succeed at a simple problem first. Adults may not know how to use the calculator,

they never had to, so ask if they need help. Adults need your attention and time so stay with

them while they work through problems.

Frederikson, N. (1984). Implications of cognitive theory for instruction in problem solving. Review of Educational Research, 54, 363-407.

Hofer, B.K. (1999) Instructional context in the college mathematics classroom: Epistemological beliefs and student motivation. Journal of Staff, Program, and Organization Development, 16, 73-82.

Nolting, Paul (2008). Math Study Skills Workbook, 3rd edition. NY: Houghton Mifflin

Sarason, I.G (1980) Introduction to the study of test anxiety. In I.G. Sarason(Ed) Test anxiety: Theory, research and application (pp.19-33).Hillsdale,NJ:Erlbaum

Siegel, R. G., Galassi, J. P., & Ware, W. (1985). A comparison of two models for predicting mathematics performance: Social learning versus math aptitude-anxiety. Journal of Counseling Psychology,32, 531-538

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