The Dynamics of Math Anxiety as it is Transferred through Peer and Teacher Interactions
This research develops a simple dynamical system framework to study the role of
social mechanisms on the prevalence of math anxiety in United States education systems.
Math anxiety is the self reported discomfort when attempting mathematical
problems. This feeling prevents students from pursuing careers in science, technology,
engineering, and mathematics in these fields. Female students are disproportionately
affected by math anxiety, leading to poor representation. Previous studies have examined
how teachers, with and without math anxiety, can “transmit” math anxiety to
students. However, to our knowledge no mathematical models have been developed
to thoroughly study long term intervention strategies for reducing transmission. In
this paper, the effects of female teachers’ math anxiety are modeled as a contagion
on female students who may become the next generation of teachers. The purpose
of this research is to determine intervention strategies to effectively reduce students’
math anxiety. From our sensitivity analysis we conclude that, instead of focusing on
professional development, math anxiety can be drastically reduced if teachers portray
more positive attitudes towards math, and colleges focus on recruiting non-anxious
math teachers.
Article Number: MTBI-14-05M
Year:2017
Authors:
Arie Gurin - Eastern Washington University, Cheney, Washington
Guillaume Jeanneret - Universidad de los Andes, Bogota, Colombia
Meaghan Pearson - University of Missouri - Columbia, Columbia, Missouri
Melissa Pulley - Campbell University, Buies Creek, North Carolina
Armando Salinas - Arizona State University, Tempe, Arizona
Carlos Castillo-Garsow - Eastern Washington University, Cheney, Washington
