Students With Math Anxiety
Studies need mental concentration. Therefore, studies induce mental stress and influence on the student’s personality. Influence of studies can be classified into two categories; one is about knowledge and enjoying the studies and other one is to put you into stress and anxiety. It is witnessed that many students do not like math and they feel very uncomfortable in the class room as well as doing the home work. It is recognized with the analysis and can be observed by interacting with students to find out that most of them don’t like to study math and reluctant to make sense of figures. So, it creates anxiety and mental stress in the students with anti mathematics sense. It could be due to many reasons, however, some of them maybe are student’s aptitude, student’s mental capability and teacher/parents attention to the student for studies.
Student’s aptitude:
Everything needs aptitude to be successfully accomplished. Nevertheless, if it is studies then it completely depends on the student’s aptitude. Mostly, students suffer with their math class. They don’t like to attend the class due to their inability to understand the science of figures. They suffer with their home work and when they put extra stress to understand the science of figures it make them tired and puts extra mental stress. Therefore, one of the reasons behind the math anxiety in the students is aptitude. If someone does not have interest in math it is quite hard to teach him/her. Therefore, the anti aptitude subjects create anxiety in the students and make them stressful.
Student’s mental capability:
It is very common saying that everyone born with equal traits. However, each personality possesses its own ideology. All students have their own liking and disliking, for instance, some students like math and some don’t like. Moreover, some students don’t like language and literature and some like it very much. Even two friends do not have same personality traits and liking disliking in the studies. So, students that do not possess temperament to deal with figures, mathematical formulas and amounts will put themselves in anxiety and mental stress. So, it is very hard to have equal mental capability in every personality regarding math. However, the students that do not have mental capability to deal with math they put themselves into anxiety.
Teachers/parents attention:
Nothing could be achieved without proper guidance and attention. So, sometime lack of teachers and parents attention is the reason of student’s anxiety. In the school teachers do not pay proper attention to each students. So, the students with low aptitude in math suffers. They feel uncomfortable and embarrassed to realize that they are not one of them who are excellent in math. On the other hand, parents also neglect their children for their studies. They don’t take care of them and even don’t reserve time to interact with children for their studies. Therefore, it is fact that many students suffer with math which is quite difficult science to understand. However, if students find proper guidance they can achieve mastery in any subject. So, it is important to give proper attention to the students by the teachers and the children by their parents to release the anxiety and the problems with mathematics. Guidance can change anything (Tobias, 1993).
Learning prospect:
Learning is a development that comes from exercise and effort. Through learning children acquire competence in using their hereditary resources. Learning is a change in behavior in a specific situation due to experience in that situation. Children’s understanding and learning in specific situation can change if they become tired or frustrated. Changes involve learning, only if they are the result of children experience, rather than the other causes. Children learn not to repeat the mistakes that are punished and repeat the aptitude that are rewarded. The principle of learning that explains these effects was stated most precisely by B.F.Skinner. He defined that learning is linked with behaviors that are emitted spontaneously by an organism as “operants”. He chose this term because these behaviors show how the organism “operates” on the environment. He proposed that the operants are controlled by their consequences. Operants that are rewarded or followed by reinforcement are strengthened and become more likely in the future. Operants that are followed by punishment are weakened and become less likely. Albert Bandura extended this theory in several ways. First, he argued that people can learn and master the things rapidly and efficiently by observing other people who are model. Children, for example, often learn how to cook or use tools by watching their parents. Bandura defined the principle of learning from models as “observational learning”. He called his theory “Social Learning Theory” because it emphasized learning from other people. Further he pointed out that people do not imitate all the behaviors that they observe. People only imitate a model’s behavior if they think they will be rewarded or, at least, not punished for doing so. For instance, although preschool boys sometimes watch girls playing with dolls, they rarely imitate the girls’ play. Boys don’t imitate the girls’ behavior because they think they would be teased if they did and they are probably right.
On the subject of nature versus nurture, Bandura admitted that heredity plays a role in children’s development, but they are less interested in defining this role than in exploring the effects of children’s environments. Finally, learning theorists recognize that children’s development differs greatly across cultures. However, they argue that these variations can be explained by difference in children’s environments. These theorists assume that the same principles of learning apply in all cultures. At the most important level, then, they argue not for cultural specificity but for developmental universals.
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