Currently, not enough graduates in science, technology, engineering and math fields are being produced to meet the demands of a technology dependent society. This has led researchers to look at affective factors in math achievement and in particular, a phenomenon known as math anxiety. Math anxiety refers to negative feelings of tension and fear that many people feel when engaging in math.
So why do some students perform more poorly in math? What is it that predicts math achievement? There are a number of factors influencing math achievement but an interesting new study (Maloney et al., 2015) looks at what happens if the parents trying to help their children with math are themselves anxious about the material. As a parent myself I start cringing because we have all had moments when we look at our children’s work with ‘oh my goodness that is hard’.
This study comprised 868 children. The aim was to look at the relationship between parents’ math anxiety and children’s mathematical knowledge and attitudes. The children studied were given tasks within the first 12 weeks of the school year and again within the final 8 weeks of the school year. Parents completed a battery of assessments including the short Mathematics Anxiety Rating Scale.
It was found that when parents frequently help their children with math homework, increased math anxiety in parents lead to decreased end of year math achievement in their children. It has previously been found that individuals with high math anxiety often express, without realising it, a variety of poor attitudes about math. They tend to believe math is not useful. These beliefs can be demotivating to children.
In addition, if you sit down to help your child because you know they need help but you find yourself feeling frustrated and anxious, what your child is learning is how to feel frustrated and anxious about math – not how to do the task.
So what do you do? You want to help.
If math anxiety is something you experience, the answer may be to do nothing. This study shows that children are less anxious without the help if the help is going to be given by an anxious parent. Your child will develop her own skills through calm teaching at school and through self-driven practice. If they are anxious at home, it may be more helpful to encourage them to leave the task and seek help at school the following day.
You can also try to express positive feelings about math and if it is a big source of anxiety for you, try to say nothing at all.
Your help is in being a parent and a role model – if math makes you anxious, leave that to the teachers.
Maloney EA, Ramirez G, Gunderson EA, Levine SC, Beilock SL. Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety. Psychol Sci. 2015 Aug 7. Pii: 0956797615592630. (Epub ahead of print)
About the author:
Dr Julie King is a clinical psychologist who offers a range of psychological services. Her doctorate examined the experience of intellectual giftedness as asynchrony. She has worked with the development of youth and antidepressant protocols in general practice. With a passion for increasing resiliency and coping in young people, Julie is intensively trained in DBT for Borderline Personality Disorder.
Julie works with Anxiety & Phobias, Attention Deficit Hyperactivity Disorder (ADHD), Bipolar Disorder, Depression, Mental illness, Obsessive-Compulsive Disorder (OCD), Panic Disorder, Personality disorders , Relaxation, Stress management, Weight management, Eating Disorders, Bullying, Self-harm, Suicide, Assertiveness training, Behaviour problems, Self-esteem & self development, Divorce/separation, Parenting and Relationships.
Julie is an experienced public speaker who has delivered training to mental health practitioners nationwide. Her training workshops have included Advanced Strategies in DBT, Skills Training in DBT, Individual Psychotherapy in DBT, Basic Counselling Skills, CBT, and Suicide Prevention in Schools.
Julie is on the Executive Team of The Australian DBT Institute. You can access that information at http://dbt.cmhe.org/
Articles: Andronaco (King), J.A., Shute, R & McLachlan, A. (2014). Exploring asynchrony as a theoretical framework for understanding giftedness: A case of cognitive dissonance? Roeper Review
Julie has presented at conferences including:
Andronaco (King), J., Andronaco, R., Matthews, B. (2015). Risk Perception as a mechanism to inform drowning prevention in young males. Paper presentation at World Drowning Conference in Penang, Malaysia.
King, J. (2002). The frequency and impact of client suicide on Australian clinical psychologists. Paper presentation at the 9th Suicidal Prevention Australia National Conference, Sydney NSW.
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