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International Journal of Applied Research
  • Multidisciplinary Journal
  • Printed Journal
  • Indexed Journal
  • Refereed Journal
  • Peer Reviewed Journal

ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

IMPACT FACTOR (RJIF): 8.4

Vol. 3, Issue 8, Part A (2017)

Thinking for the students with mathematical anxiety

Thinking for the students with mathematical anxiety

Author(s)
Minara Yeasmin
Abstract
“Education for all”, appears to be, on the one hand, a new educational philosophy aimed at creating an educational environment conducive to all special learning needs of students in elementary education but, on the other hand, in its implementation, it is also an innovative educational strategy with many consequences and implications for the existing education structure at all educational levels. All students regardless of their personal characteristics, backgrounds, or physical challenges, must have the opportunities to participate in the least restrictive environment so that they receive the support to learn quality education. Mathematics anxiety affects students across all abilities and levels. Teachers must learn how to effectively alleviate these problems using the most current research and best practices. This paper focuses on the causes for mathematical anxiety and explores the ways it can be handled at school level. National and international journals, government documents, doctoral theses, and research articles have been used as secondary source of information. Factors related to both students math abilities at the start of the elementary school and students social environment (in the classroom, at home and in the society in general) likely play a role in the development of math anxiety. Math anxiety robs people of working memory which is important for solving problem. When students struggle, teachers should acknowledge that the work is challenging but they can do it. There are many strategies and models that school systems are using to ensure students having math anxiety participating within the mainstream classroom setting; and it seems to prove to be the most beneficial in the areas of academic achievement and social interaction. Real-life mathematics can contribute significantly towards preventing maths anxiety It is found that math anxiety can be treated with direct interventions such as relaxation therapy, or indirectly, with teaching style and cooperative learning.
Pages: 36-41  |  1000 Views  112 Downloads
How to cite this article:
Minara Yeasmin. Thinking for the students with mathematical anxiety. Int J Appl Res 2017;3(8):36-41.
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