The Phenomena of Mathematics Anxiety
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Transcript of The Phenomena of Mathematics Anxiety
1) What is it math anxiety?
According to the book that I had read title ‘Factor Associated with Mathematics Anxiety’,
Sigmund Freud regarded that anxiety as something felt, an unpleasant emotional (affective) state
that is universally experienced (Marzita, 2002). Also, mathematics anxiety is an emotional rather
than intellectual problem. However, it interferes with a person’s ability to learn mathematics and
therefore results in an intellectual problem.
Mathematics anxiety also can be seen as having state anxiety and trait anxiety aspects.
For example, sometimes state anxiety can be provoked by a situation such as a student
undertaking a mathematics assessment which has serious implications for their educational or
vocational future. Other cases, it would be seem that mathematics anxiety is an A-Trait, deeply
entrenched in the student’s disposition as a result of previous experiences and likely to manifest
itself in the face of any kind of mathematical challenge.
2) Why does it happen?
The causes of mathematics anxiety according to Bush (1991) in (Marzita, 2002), mathematics
anxiety arises from a climate in which negative attitudes and anxiety are transmitted from adults
to children. Besides that, from the research that was conducted (Puteh, 1998), it was found that
the causes of mathematics anxiety were related to:
i) Teacher personality and their style of teaching
ii) Public examinations and their effect
iii) Affective domain-self factor, such as personality perception
NUR ATIKA BINTI HUSSAIND20081032213
iv) Feeling, worries, difficulties (memory, innate disability)
v) Parental expectations- their aspirations and standards
vi) Peer group influences
vii) Relevance- the usage of mathematics in everyday life
3) Who has mathematics anxiety?
Everyone has mathematics anxiety included teacher, students and parents. For example, teachers
with mathematics anxiety transmit their anxiety to their students (Kelly and Tomhave, 1985;
Bulman and Young, 1982 and Lazarus, 1974).
4) When does it occur?
According to the book that I read, mathematics anxiety develops in some persons during the
early years of schooling. Also, there are 5 aspect of the trainees’ self-image with regard to
mathematics were identified from the interviews (Puteh, 1998). Those are:
i) Dislike of being challenged
Students who does like to be challenged will be has negative effect while be challenged.
ii) Low confidence
It is not that they are afraid of the subject but they were simply frightened of the fact that
they might not be able to solve any mathematical task that is given to them.
iii) Slow learner and low self esteem
Students can’t follow the teacher’s teaching and will field not understand the way
teachers explain.
iv) Easily giving-up
Students will felt give-up when they can’t solve the mathematical task that teacher give.
v) Self-blaming for poor mathematics performance.
It is Malaysian culture that students will blame themself if they get poor performance in
Mathematics.
5) Who and what created it?
Teachers play an important role in making students like and dislike the subject mathematics.
Some students said that they are not afraid of the subject but felt panicked when they were
unable to solve the mathematics question given to them. Solving a mathematics problem or
learning from a teacher requires concentration, clear thinking and playing close attention to what
is written or said. Anxiety and panic can definitely interfere with memory, attention and
concentration.
Move to a new school or change of teacher may also result in the students feeling
deficient in mathematics. Instead of being helped to develop stronger mathematics skills and to
feel caught up in mathematics, students often start avoiding mathematics, fall further behind, and
become even more strongly convinced that they are no good in mathematics.
6) How do you reduce it?
Mathematics anxiety can be reduce in many ways. Here are some ways about how to reduce
mathematics anxiety. That is:
i) Practice math every day even a little question. With this way, we can improve skill
and confidence while solving mathematics question. Besides that, repeating the same
question that we do wrong is more important.
ii) Know the basics. Absence to school can make us lost important basics. It is a problem
to study a further mathematics if we can’t understands the basic of one concept. But,
it never late for us to continue studying mathematics.
iii) Make a list of all formulas that we need to know. Try to make sense of the formulas
and understand the purpose of each formula. Use the list to help study and try to
recall a problem that was solved by each formula.
iv) Being well prepared is one of the best ways to reduce test taking anxiety. Review
class materials often and practice homework problems early. Do not wait until the
night before the test to learn everything.
v) Stay thinking positive about mathematics and ask other people if you can’t solve or
understands any part that you learn. Don’t be afraid to ask, it will help you soon.
7) How do you eliminate mathematics anxiety?
Reduce the mathematics anxiety is more easy than to eliminate the mathematics anxiety. Here
are two suggestions about how to eliminate the mathematics anxiety. That is:
i) Control the fear of mathematics. Eliminate the fear by thinking and imagine that
mathematics anxiety like a monster. Kill the monster with your way and be happy for
that the monster was dead. It is good for riddance yourself from mathematics anxiety.
ii) Stay thinking positive about mathematics. Replace negative thought with positive
affirmations. Imagine yourself in the present being comfortable with mathematics and
using that mathematics to solve everyday question and turn these into affirmations.
1) What Is It Mathematics Anxiety?
Mathematics anxiety is a type of fear. Mathematics anxiety is a negative feeling towards learning
mathematics and disabling conditions when some individuals struggle with mathematics. These
negative feelings include hating or disliking mathematics, fear or tension when learning
mathematics or taking mathematic tests. It defines as feelings of tension and anxiety that
interfere with the manipulation of numbers and the solving of mathematical problems in a wide
variety of ordinary life and academic situations. It can be considered a phobic response, in that
the person avoids mathematics and avoids situations where such aspects might be encountered,
and feels anxious when such situations cannot be avoided.
There are several types of mathematics anxiety interventions and mostly focus on the
content of mathematics, which is lack of understanding of mathematics. Anxiety usually is
manifested physiologically, phenomenologically and behaviourally. Such feelings of anxiety can
lead to panic, tension, helplessness, fear, stress, and an inability to cope, as well as physiological
symptoms such as sweaty palms, tremor in the limbs, stomach difficulty relating to nervousness,
breathing difficulty and the loss of the ability to concentrate. These individuals who suffer from
mathematics anxiety have little confidence in their ability to do mathematics and tend to take the
minimum number of required mathematics courses, greatly limiting their career choice options.
ANIS HAYATI BINTI KAMARUDDIND20081032222
2) Why Does Mathematics Anxiety Happens?
There are many factors that contributed to the continuity of the mathematics anxiety phenomena
such as teacher student relationship, personality and teaching style of teacher, examination
pressure, parental expectations and peer group influences. The classroom behavior and
techniques employed by teachers give a great influence on students’ attitudes towards
mathematics. There are many contributions to the arising of negative attitudes and mathematics
anxiety such as students’ fear of asking for help, teachers blaming students for not
understanding, teachers ridiculing students, teachers’ strictness and fierceness, use of threats and
force by teachers, teachers not showing interest in their students and a teaching style which
emphasizes the transfer of information and routines with attention to the little attention to the
learning of the individual.
Besides that, examination pressure contributes to the mathematic anxiety by getting poor
results in mathematics examination and negative feelings towards the examination experience.
Furthermore, high of an expectation from parents without any practical help can also create
anxiety and avoidance towards mathematic subject. In addition, friends and peers also give a
great impact on individuals toward learning mathematics. Wanting to be part of a group and a
sense of belonging among their friends seems to be a priority although at the expense of not
taking mathematics seriously.
3) Who Have Mathematics Anxiety?
Mathematics anxiety is a problem for many people. Mathematics anxiety is considered to be a
common characteristic among many students and teachers. It occurs in both males and females.
Anxiety toward mathematics was common among secondary school students since the
cumulative effect of failure in public examinations seem likely to be a factor contributing to
mathematics anxiety. Betz (1978) states that mathematics anxiety is a problem for many college
students, including even those in advanced mathematics classes whose majors require an
extensive background in mathematics.
Not only students, mathematics anxiety also faced by teachers. A study also shown that
teacher exhibiting mathematics anxiety, they more likely to have a lower attitude toward
mathematics and less likely to have felt competent in teaching this subject. Primary school
teachers are also found to suffer most acutely from mathematics anxiety. This is possibly
because of the lack of firm foundation in mathematics, coupled with the nature of the mathematic
subject itself.
4) When Does Mathematics Anxiety Occur?
There are many trainees who started disliking mathematics when they moved from the lower
secondary level to the upper secondary level which is after National examination, Penilaian
Menengah Rendah (PMR). Changes in examination’s format causes some of trainees had found
it very difficult to adapt to the new way of thinking and doing mathematics and therefore lead to
mathematics anxiety. Mathematics anxiety starts haunted some students since primary school.
Begins at their primary school up to the secondary school, the students are subjected to an
enormous amount of examination pressure to perform well in mathematics and indirectly it
creates an anxiety of itself. The importance of success in mathematic examinations produces
highly anxious students.
Furthermore, anxiety toward mathematic begins when students do not like the teacher
style of teaching and teacher’s personality. Some of students felt that their teacher was the reason
for the start of them dislike for mathematics. Besides that, constant failure in solving
mathematical problems also is a source for students’ dislikes this subject.
5) What Or Who Create Mathematics Anxiety?
Anxiety toward mathematics is may be created by students and teachers. Some students
perceived mathematics as a challenging subject and believed that this subject is a burden and feel
unable to cope it. Thus, they felt anxious and threatened by it. Besides that, lack of confidence
that they have towards mathematical causes students expressed their worries and fear for this
subject. They are also easily give up when facing difficult mathematical task. Lack of practice
and laziness also contributes to poor performance in mathematics and therefore can lead to
anxiety toward mathematics.
Furthermore, teacher itself also creates mathematic anxiety on students. The teacher’s
habit of blaming the students for not understanding what was being taught seems to have created
an anxiety toward learning mathematics. The way teachers ridiculed the students when they
unable to answer the questions well also contribute to the negative feeling to learn mathematics.
Strictness and fierceness of teacher also create a degree of anxiety among students and therefore
in turn had a negative effect on the students’ feelings towards the subject.
6) How Do You Reduce Mathematics Anxiety?
There are many ways should be taken by teachers in order to reduce mathematics anxiety among
the students. One of the ways is promoting a different style of teaching which emphasizes
understanding, and not just memorizing, drill and practice. Teacher should use teaching
strategies such as working in a group in class, having a partner in class, discussing experiences or
difficulties related to mathematics. Teachers also need to use concrete materials to teach content
and must make sure that each concept is understood by each student before continuing the next
concept.
Furthermore, another helpful strategy for teachers to use such as include presenting clear
explanations, reviewing the basics, teaching critical thinking, exhibiting enthusiasm about the
subject, giving positive feedback on written tests and reviewing for exams. Although solutions to
anxiety are not guaranteed, it may help for teachers to incorporate greater structure into the
lesson plans, and encourage an interactive classroom that will promote students to feel
comfortable with this subject.
7) How Do You Eliminate Mathematics Anxiety?
The first thing that a teacher should do in order to eliminate mathematics anxiety among the
students is by throwing away negative feeling towards mathematics in themselves if they have it.
This is because teacher with mathematics anxiety will transmit their anxiety to their students.
Besides that, patience, gentleness, caring, encouraging, helpful, guiding, giving lots of attention
to the students’ individual needs and listening to the student’s problems regarding mathematics
are the qualities should show by teachers as a contribution for students to like mathematic
subject.
Furthermore, teachers should not blame students for not understanding and avoid ridicule
the students in order to eliminate anxiety towards learning mathematics. Besides that, teachers
should encourage students to be more hard work, do a lot of practice and do not easily give up in
order to be good in mathematics and throw away the negative feeling towards mathematics.
1. What is it mathematics anxiety?
Anxiety is as something felt, an unpleasant emotional state that is universally experienced.
Anxiety also is elicited by psychological stress, and stress is reflected in threatened deprivation
of an anticipated satisfaction.
If a student who get anxious at just the thought of taking that required math class may be
suffering from mathematics anxiety. Mathematics anxiety has been defined as feelings of tension
and anxiety that interfere with the manipulation of numbers and the solving of mathematical
problems in a wide variety of ordinary life and academic situations. Mathematics anxiety can
NOR AZWANI BINTI MOHAMMEDD20081032224
cause one to forget and lose one’s self confidence. People who suffer from mathematics anxiety
feel that they are incapable of doing activities and classes that involve mathematics. Some
mathematics anxious people even have a fear of mathematics or mathematics phobia.
Mathematics anxiety is an emotional rather than intellectual problem. However, it
interferes with a person’s ability to learn mathematics and therefore results in an intellectual
problem. Besides that, mathematics anxiety as involving feelings of tension and anxiety that
interfere with the manipulation of numbers and the solving of mathematical problems in a wide
variety of ordinary life and / or learning.
2. Why does it happened?
Many causes contributed to the mathematics anxiety. This phenomena is due to the primary
school teachers of the lack of a firm foundation in mathematics, coupled with the nature of the
subject itself. Besides that, mathematics anxiety results from poor instruction and poorly
designed mathematics curricula. Teachers also one of the person contributed to this phenomena
since teachers with mathematics anxiety transmit their anxiety to their students. Teacher
personality and their style of teaching also one of the causes of mathematics anxiety. The teacher
personality that always expressed and lead to mathematics anxiety are teachers blaming students
for not understanding, teacher ridiculing students, teachers’ strictness and fierceness and last but
not least teachers using threats and force their students to excel in mathematics.
Public examination and their effect also causes of mathematics anxiety. When the
students were doing a mathematics test or even when they were sitting for their public
mathematics examinations they described a very strong fear and nervousness. The other factors
that contributed to the mathematics anxiety are the self factor such as personality and perception,
feelings, worries, difficulties, parental expectations which are their inspirations and standards,
peer group influences and the relevance of the usage of mathematics in everyday life. Next, the
trainees that lack of practice seems to be the main factor contributing to the poor performance in
mathematics. This lack of practice was further associated with laziness. Lack of effort and lack
of interest towards mathematics were also associated with their laziness.
3. Who has it?
Mathematics anxiety occurs in both males and females. For many college students, including
even those in advanced mathematics classes, whose majors require an extensive background in
mathematics also have mathematic anxiety. Mathematics anxiety also occurs among teachers and
especially among teacher trainees. The teachers revealed that teachers exhibiting higher
mathematics anxiety levels were more likely to have a lower attitude toward mathematics, less
likely to have performed well in mathematics course, more likely to have completed fewer
mathematics courses, more likely to have chosen to teach in the lower grades and less likely to
have felt competent in teaching mathematics.
Besides that, female teachers are more likely to exhibit higher mathematics anxiety.
Primary school teachers also are often found to suffer most acutely from mathematics anxiety.
Mathematics anxiety is considered to be a common characteristic among many students and
adults. It also happened among secondary school students whose get failed at most of the
mathematics they were being examined on.
4. When does it occur?
The teacher trainees indicated a certain degree of anxiety was felt by them whenever a problem
solving task was given to them. A number of teacher trainees mathematics problems as needing
to be solved quickly and in just a few steps. They believed that they are not capable of solving
mathematics problems that take more than a few minutes to complete and thus they give up on
any problem they cannot solve quickly. The phenomena of mathematics anxiety also occur
whenever something that is taught in a classroom does not have any relationship with a students’
everyday usage, it does not take long for the student to deny its relevance. Since many students
perceived mathematics as merely only numbers, symbols, calculations and solving abstract
mathematical problems, which do not make much sense in their everyday life, they were unable
to appreciate its usage.
There are many trainees who started disliking mathematics when they tansfer from
primary to secondary school but for many it was moved from the lower secondary level to the
upper secondary level, from Form Three to Form Four, after the major National Examination,
Penilaian Menengah Rendah. Mathematics anxiety also happened when there a National
Examination that is seemed to have a great impact on the trainees and was often seen as a turning
point in producing negative feelings toward the subject. Besides that, when the teacher style of
teaching and teacher’s personality is not good such as the pace of teaching was too fast and they
are too fierce created the students dislike the mathematics subject.
5. Who and what created it?
The teacher is one of the person that created the mathematics anxiety. They were blaming the
students for not understanding what was being taught seems to have created a barrier between
the teacher and the student relationship. Teachers also ridiculing their students such as belittle
them and make the students not good in mathematics. Besides that, the teacher expressed their
strictness and fierceness so this turn had negative effect on the students’ feelings toward the
mathematics subject. The teacher also not showing interest to their students, the students tended
to be dissapointed and echoed their frustrations. During teaching and learning session of
mathematics, the teachers were using an old fashioned way such as memorizing, chalk and talk
and figuring the numbers by hand. These traditional learning situations often leads to feelings of
frustration, discouragement and general mathematics avoidance.
The student itself whose one that created the mathematics anxiety. Some of the students
dislike of being challenged because identified mathematics as a challenging subject and felt that
it was just a burden and a nuisance to them. They also lack of confidence and low self esteem.
Besides that, the student also easily giving-up when attempting any mathematical task. For
example, if the calculation is too long, they can’t remember the steps, and just leave it without
answer it.
The another fact that create mathematic anxiety is nature of mathematics itself. Some
perception or “myth” of mathematics expressed were mathematics is just
computation/calculations, it relates to numbers, symbols and it is therefore tedious, boring or
confusing. Besides that, mathematic is problem solving and therefore difficult and last but not
least mathematic is very abstract and does not relate to everyday life.
6. How do you reduce it?
There are many constructive techniques and strategies for teachers to help prevent math anxiety
among the students. Teacher should create a positive and supportive classroom atmosphere so
that the students interested to learn mathematics. Teachers also need stress understanding the
thought process and dispel the mind myth among the students. During teaching and learning
process, teacher should provide new math experiences and use concrete materials to teach
content. Make sure each concept is understood before continuing. Besides that, teachers also
should reduce tension and pressure in mathematics classes, give positive feedback on written
tests and be sensitive but determined.
7. How dou you eliminate it?
In order eliminate the mathematics anxiety, teachers should not blaming the students for not
understanding and do not ridiculing students. During teaching and learning process teacher
shoulds reduce their strictness and fierceness and also do not using threats to force their students
to excel in mathematics. Besides that, to success in mathematics, the teachers must encourage
thier students in order to doing mathematics exercises everyday that needs a high level of
discipline and comitment. They also shuould support their students so that they have a high level
of confidence and high self image that lead them of being good in mathematics.
1) Apa itu mathematics anxiety?
NURUL NADIA BINTI ALID20081032226
Mathematics anxiety ataupun lebih dikenali sebagai fobia Matematik merupakan satu masalah
emosi yang dialami oleh sesetengah individu. Individu ini akan merasa takut, gerun, tegang,
resah dan gelisah apabila berhadapan dengan sesuatu yang melibatkan nombor ataupun
penyelesaian Matematik sama ada dalam bidang akademik ataupun dalam kehidupan seharian.
Mereka menganggap bahawa subjek Matematik adalah sukar. Ini menyebabkan individu terbabit
kurang keyakinan pada diri sendiri dan merasakan mereka tidak mampu melakukan sebarang
aktiviti melibatkan Matematik lantas perkara ini akan membawa kepada masalah dari segi
intelektual. Antara tanda-tanda individu yang mengalami mathematics anxiety adalah takut,
tegang, malu, peluh pada tapak tangan, perut memulas, panik, takut, seram sejuk dan banyak
lagi. Apabila individu mengalaminya, minda mereka seperti disekat sehinggakan mereka tidak
dapat menyelesaikan pengiraan Matematik yang mudah.
2) Kenapa ia berlaku?
Mathematics anxiety boleh berlaku disebabkan beberapa faktor. Bagi pelajar, mathematics
anxiety berpunca daripada orang dewasa seperti guru mereka sendiri. Personaliti guru serta
kaedah pengajaran yang digunakan di dalam kelas yang bersifat tradisional menyebabkan ia
sukar difahami oleh pelajar lantas mengubah pemikiran pelajar bahawa Matematik adalah sukar.
Guru yang mengalami mathematics anxiety akan turut menyumbang anxiety mereka kepada
pelajarnya. Selain guru, sikap negatif ibu bapa juga turut menyumbang kepada mathematics
anxiety dalam kalangan pelajar. Pelajar mendapat tekanan daripada ibu bapa yang meletakkan
harapan yang tinggi agar anak mereka berjaya dengan cemerlang dalam akademik. Selain itu,
pelajar juga mengalami mathematics anxiety daripada tekanan dan persainagn yang diperoleh
daripada rakan sebaya.
Sistem pendidikan di Malaysia adalah lebih menumpukan kepada pencapaian di dalam
peperiksaan. Pencapaian yang cemerlang di dalam subjek Matematik adalah penting bagi
menjanjikan pekerjaan yang baik dan diterima di universiti. Perkara ini turut menyumbang
kepada mathematics anxiety dalam kalangan pelajar.
Selain itu, individu yang mengalami mathematics anxiety berpunca daripada persepsi dan
sikap negatifnya sendiri terhadap Matematik dan ia timbul daripada pengalaman. Mereka
menganggap Matematik adalah sukar dan mencabar. Kesannya, individu yang suka dicabar akan
melihat Matematik sebagai sesuatu yang menarik. Sebaliknya, individu yang tidak suka dicabar
akan menganggap Matematik sebagai satu beban dan menyusahkannya. Ini menyebabkan
berlakunya anxiety.
Guru yang mengalami mathematics anxiety adalah disebabkan oleh kurangnya asas yang
kukuh ataupun kurang penguasaannya terhadap subjek Matematik. Perkara ini berlaku apabila
guru diminta untuk mengajar subjek di luar bidang pengajiannya.
3) Siapa yang mempunyai mathematic anxiety?
Golongan guru dan pelajar merupakan dua individu yang sering kali mengalami mathematics
anxiety. Tetapi, golongan pelajar merupakan majority yang mengalami mathematics anxiety.
Pelajar selalunya mewarisi perkara ini daripada orang dewasa yang berada di sekelilingnya
seperti guru dan ibu bapa. Ia juga berpunca daripada rakan sebayanya.
4) Bilakah ia berlaku?
Matematik melibatkan banyak formula yang perlu dihafal bagi membolehkan pengiraan
dilakukan. Bagi mencapai keputusan yang cemerlang di dalam peperiksaan, sesetengah pelajar
bertindak mudah dengan menghafal formula-formula ini. Apabila pelajar-pelajar ini melangkah
ke peringkat pengajian yang lebih tinggi, lebih banyak formula yang perlu dihafal hingga pelajar
mencapai ke satu tahap di mana mereka tidak mampu lagi menghafalnya. Pada waktu ini, mereka
mulai keliru dengan apa yang dihafal. Kesannya, mereka tidak dapat menyelesaikan pengiraan
Matematik yang diberi lalu menyebabkan mereka merasa kecewa dan tidak berguna. Ketika
inilah mathematics anxiety mulai timbul.
Apabila pelajar diminta untuk menyelesaikan soalan Matematik, mereka takut dan mulai
bimbang jika tidak dapat melakukannya dengan betul. Mereka takut dimarahi guru jika tidak
dapat menjawabnya dengan betul. Mereka juga tidak mahu dimalukan di hadapan rakan sekelas
yang lain.
Selain itu, anxiety berlaku apabila pelajar mengalami transformasi dalam format
peperiksaan daripada Tingkatan 3 ke Tingkatan 4. Sewaktu Tingkatan 3, mereka akan
menduduki peperiksaan Penilaian Menengah Rendah (PMR) di mana soalan peperiksaan adalah
berbentuk objektif A, B, C atau D. Di Tingkatam 4 pula, perubahan berlaku apabila pelajar perlu
mengingati segala langkah pengiraan dan formula untuk menyelesaikan sesuatu permasalahan
Matematik.
Anxiety akan berlaku apabila mereka diberikan satu tugas Matematik yang melibatkan
penyelesaian masalah. Mereka beranggapan soalan sebegini adalah sukar kerana ia mengandungi
banyak ayat yang memerlukan mereka untuk memahami masalah tersebut terlebih dahulu.
Anxiety timbul apabila mereka didesak untuk menyiapkannya dengan cepat.
5) Siapakah atau apakah yang membentuknya?
Anxiety terbentuk hasil daripada kepercayaan dan persepsi individu itu sendiri terhadap
Matematik. Pelajar yang beranggapan bahawa Matematik adalah sukar dan mencabar cenderung
untuk menguasainya dengan kaedah menghafal konsep Matematik. Berlainan pula dengan
pelajar yang beranggapan bahawa Matematik adalah penting untuk dirinya, mereka akan
menemui kepuasan dalam mempelajari Matematik dan belajar daripada perspektif kontextual.
Kebanyakan individu juga percaya bahawa Matematik merupakan ukuran kepada IQ
seseorang. Matematik merupakan subjek yang boleh membezakan antara dua individu kerana ia
menentukan kebijaksaan seseorang. Kegagalan di dalam Matematik bermakna mereka gagal
dalam segala-galanya.
Selain itu, bagi seorang pelajar, mathematics anxiety terbentuk daripada sikap negatif
gurunya. Sewaktu proses pengajaran dan pembelajaran, guru tidak menggunakan teknik
pengajaran yang menarik dan lebih berpusatkan guru. Guru juga terlalu garang sehingga
menyebabkan pelajar takut untuk mencuba kerana mungkin akan melakukan kesilapan. Guru
akan memarahi pelajar di hadapan semua orang di dalam kelas sehingga memalukan mereka. Ini
menyebabkan mereka fobia dan takut terhadap Matematik.
6) Sebagai seorang guru, bagaimanakah cara untuk mengurangkannya?
Perkara pertama yang perlu ada bagi seorang guru Matematik bagi mengurangkan
Mathematic anxiety pada pelajarnya adalah dengan menyukai subjek ini. Guru haruslah
menunjukkan kepada pelajarnya bahawa subjek Matematik amat diminati dan disukainya. Secara
tidak langsung, sikap positif guru terhadap Matematik akan turut diikuti oleh anak didikannya.
Matematik adalah sesuatu yang abstrak dan kadang kala ia di luar pemahaman kita.
Penggunaan banyak simbol menyebabkan mereka keliru dan beranggapan ia tiada kaitannya
dengan kehidupan seharian. Sebagai seorang guru, bagi mengurangkan mathematics anxiety ini,
antara langkah yang boleh diambil adalah dengan menghubungkan konsep Matematik dengan
kehidupan seharian sewaktu proses pengajaran dan pembelajaran. Para pelajar akan lebih
menghargai Matematik dan berminat untuk mempelajarinya apabila mereka sedar akan
kegunaannya dalam kehidupan seharian. Saya juga tidak akan mengajar para pelajar untuk
mengingati sebarang formula atau konsep Matematik semata-mata tanpa mengetahuinya. Saya
akan mewujudkan suasana pembelajaran yang bermakna dan menarik untuk semua pelajar
dengan penggunaan Alat Bantu Mengajar yang sesuai.
7) Bagaimana anda menyingkirkannya?
Guru atau pelajar atau sesiapa sahaja yang mengalami mathematics anxiety haruslah diberi
kesedaran bahawa kewujudan mathematics anxiety dalam diri masing-masing adalah normal.
Selain itu, individu yang berada di sekeliling pelajar tidak harus memberi tekanan terhadap
pelajar. Sebaliknya, dorongan dan perhatian haruslah dititik beratkan. Ibu bapa merupakan
individu yang paling hampir dengan pelajar. Jadi, ibu bapa tidak harus meletakkan pelajar di
dalam keadaan tertekan dengan menaruh harapan yang tinggi terhadap kejayaan anak-anak
mereka.
Bagi guru pula, elakkan daripada mengajar hanya untuk berjaya di dalam
peperiksaan sahaja kerana ia akan menambahkan tekanan dalam diri pelajar.
1. Apakah maksud kebimbangan Matematik?
Kebimbangan Matematik merupakan satu fenomena yang wujud apabila seseorang induvidu
mengalami masalah dalam Matematik. Kebimbangan Matematik juga boleh ditakrifkan sebagai
rasa ketegangan, kebimbangan dan ketakutan seseorang apabila dia perlu untuk menyelesaikan
masalah Matematik sama ada dalam kehidupan seharian ataupun akademik sehinggakan mereka
tidak mahu apa-apa pun berkaitan dengan Matematik. Individu yang mengalami kebimbangan
NUR HAZLIN BINTI KAMARUDDIND20081033201
Matematik tidak boleh menjalankan aktiviti atau belajar sesuatu melibatkan Matematik. Pada
kebiasaannya, seseorang yang mengalami kebimbangan Matematik akan cepat berpeluh, sakit
perut, mual, panik, takut, tertekan, risau dan malu sekiranya merekaperlu menyelesaikan masalah
Matematik. Kebimbangan Matematik juga dikenali sebagai ‘mathphobia’. Kebimbangan
Matematik menyebabkan otak mengehadkan kemampuannya untuk bekerja dan menjejaskan
keupayaannya menyelesaikan masalah Matematik.
2. Kenapa ia berlaku?
Kebimbangan Matematik berlaku adalah disebabkan oleh tunjuk ajar yang lemah dan kurikulum
Matematik yang dibentuk tidak berkait dengan ilmu Matematik yang sebenar. Selain itu,
berlakunya kebimbangan Matematik juga kerana sikap negatif dan kebimbangan tersebut yang
dipindahkan daripada seorang guru kepada pelajar-pelajarnya. Guru yang mengalami
kebimbangan Matematik tidak akan bersemangat dan yakin untuk menyampaikan ilmu
Matematik dan menyebabkan pelajar juga tidak berminat untuk belajar Matematik. Seterusnya,
persepsi dan sangkaan yang negatif seseorang individu terhadap Matematik juga boleh
menyebabkan kebimbangan Matematik berlaku. Hal ini kerana persepsi yang negatif akan
menyebabkan pelajar tidak akan berminat untuk belajar dan menyelesaikan masalah melibatkan
Matematik sama ada di dalam kelas mahupun dalam kehidupan seharian mereka. Di samping itu,
ibu bapa juga faktor yang menyebabkan berlakunya kebimbangan Matematik dalam kalangan
anak-anak. Ini kerana pandangan ibu bapa terhadap Matematik akan menjadi ikutan kepada
anak-anak. Jika ibu bapa memandang Matematik sesuatu yang susah dan sukar, anaka-anak pun
akan berpandangan yang sama menyebabkan mereka tidak dapat menerima ilmu Matematik
dalam kehidupan mereka. Selain itu, wujudnya kebimbangan Matematik juga disebabkan
seseorang itu tidak dapat mengaitkan kepentingan Matematik dalam kehidupan seharian.
3. Siapakah yang menghidapinya?
Bermula dengan ibu bapa yang merupakan guru kepada anak-anak sebelum mereka masuk ke
alam persekolahan. Sejarah ibu bapa yang dahulunya mengidap kebimbangan Matematik
daripada guru mereka akan menyumbang peratusan yang besar untuk anak-anak juga mengidap
kebimbangan yang sama. Sekiranya sikap dan tanggapan ibu bapa terhadap Matematik adalah
susah dan sukar, ia akan membuat anak-anak juga beranggapan negatif terhadap Matematik.
Semasa di rumah, ibu bapa yang tidak mengambil berat tentang kerja rumah bagi subjek
Matematik anak-anak akan menyebabkan anak-anak juga tidak ambil berat tentang subjet
tersebut. Selain itu, guru juga boleh mengidap kebimbangan Matematik jika guru dipaksa untuk
mengajar subjek Matematik tanpa pengetahuan yang mendalam tentang subjek tersebut. Jika
guru mengidap kebimbangan ini, ia juga akan memberi kesan kepada pelajar dan menyebabkan
pelajar juga boleh mengidap kebimbangan yang sama. Guru yang mengidap masalah
kebimbangan Matematik akan mengalami masalah untuk menggunakan kaedah pengajaran yang
betul dan sesuai semasa P&P.
4. Bila ia mula terjadi?
Kebimbangan Matematik terjadi pelajar apabila mereka berpindah daripada menengah rendah ke
menengah atas. Ini kerana sehingga pelajar di tingkatan tiga, pelajar tidak perlu untuk
menunjukkan langkah pengiraan yang jelas apabila menjawab soalan melibatkan Matematik. Ini
kerana semasa Penilaian Menengah Rendah (PMR), perkara yang ditekankan dalam Matematik
adalah jawapan semata-mata dan tidak pada jalan pengiraannya. Pelajar perlu untuk memilih
jawapan yang sudah diberi dalam bentuk objektif. Akan tetapi, semua ini berubah setelah mereka
memasuki tingkatan empat. Pelajar perlu menunjukkan jalan pengiraan yang betul untuk setiap
soalan yang diselesaikan dan pada masa ini, penekanan diberikan kepada jalan pengiraan dan
jawapan. Semasa ditingkatan empat juga pelajar perlu memahami rumus-rumus yang perlu
digunakan mengikut soalan yang ditanya. Ini menyebabkan pelajar kurang berminat dan tidak
mahu untuk memahami rumus-rumus tersebut akan lama kelamaan tidak menyukai Matematik.
Selain itu, kebimbangan Matematik ini juga boleh terjadi sekiranya kaedah pengajaran guru dan
personaliti guru kurang baik. Ini kerana jika kaedah pengajaran yang digunakan membosankan
dan sukar untuk difahami, pelajar akan mula tidak menyukai Matematik. Guru Matematik yang
mempunyai personaliti yang kurang baik akan membuat pelajar tidak gemar untuk belajar
dengan guru tersebut dan seterusnya tidak menyukai Matematik.
5. Apa yang menciptakannya?
Perasaan takut untuk meminta bantuan tunjuk ajar daripada guru akan menwujudkan
kebimbangan Matematik dalam kalangan pelajar. Kebanyakkan pelajar takut untuk bertanyakan
soalan atau meminta bantuan daripada guru kerana mereka beranggapan guru tersebut akan
marah dan malu dengan rakan-rakan yang lain. Oleh yang demikian, guru tersebut perlu
mendekati pelajar dan mewujudkan hubungan baik dengan pelajar agar pelajar dapat menyatakan
hasrat mereka dan mengurangkan masalah kebimbangan Matematik dalam kalangan pelajar.
Sikap guru yang terus menuding jari kepada pelajar dengan mengatakan mereka tidak akan
faham walau pelbagai cara yang digunakan untuk mengajar akan mencipta masalah
kebimbangan Matematik dalam kalangan pelajar. Guru yang menyalahkan pelajar tidak faham
akan mewujudkan jurang antara pelajar dan guru seterusnya masalah kebimbangan Matematik
akan terus meningkat. Selain itu, guru yang tidak menunjukkan minat kepada pelajar juga akan
mencipta masalah kebimbangan Matematik. Ini kerana pelajar akan berasa sedih dan kecewa.
Lebih mengecewakan pelajar apabila guru hanya mengajar dihadapan kelas dan tidak
menghiraukan keperluan pelajar. Di samping itu, teknik pengajaran juga menyebabkan terjadinya
kebimbangan Matematik. Guru yang mengajar kaedah lama seperti menghafal, mengira nombor
dengan tangan dan ‘chalk and talk’ akan menyebabkan pelajar cepat bosan dan tidak mahu untuk
memberi perhatian semasa di dalam kelas.
6. Bagaimana mengurangkannya?
Guru perlu menitikberatkan pencapaian pelajar daripada melihat kesilapan pelajar agar dapat
mewujudkan suasana kejayaan dalam proses pembelajaran pelajar. Peneguhan positif juga dapat
menyumbang kepada peningkatan pelajar dalam Matematik dan seterusnya dapat mengurangkan
kebimbangan Matematik dalam kalangan pelajar. Guru yang mengidapi masalah ini juga perlu
sentiasa memotivasikan diri dan yakin untuk menyampaikan ilmu Matematik kepada pelajar agar
pelajar juga yakin dan bersemangat untuk belajar. Ini dapat mengurangkan tahap kebimbangan
Matematik dalam diri guru dan juga pelajar. Guru juga perlu mewujudkan hubungan baik antara
pelajar dengan menghormati hasil penemuan pelajar. Jika pelajar merasai mereka dihormati,
maka mereka akan dapat menghormati diri mereka dan membina konsep kendiri yang positif
terhadap mereka sendiri. Kemesraan guru dapat menyumbang kepada pencapaian akademik
pelajarnya khususnya Matematik. Sikap guru yang penyayang, membantu pelajar, bersifat
menerima dan menyokong dapat membantu mengurangkan kebimbangan Matematik dalam
kalangan pelajarnya.
7. Bagaimana untuk menyingkirkannya?
Kebimbangan Matematik dapat disingkirkan dengan mengubah persepsi negatif masyarakat
terlebih dahulu mengenai Matematik. Ini kerana persepsi-persepsi negatif yang semakin menebal
menyebabkan anak-anak juga berpendapat yang sama sedangkan mereka belum lagi meneroka
ilmu tersebut. Guru merupakan insan terpenting dalam menyampaikan ilmu Matematik kepada
pelajar di sekolah. Guru yang mengalami masalah kebimbangan Matematik perlu mengubah
tanggapan yang negatif mengenai Matematik terlebih dahulu. Ini supaya masalah kebimbangan
tersebut tidak menular dalam kalangan pelajar. Guru juga perlu mempelbagaikan teknik
pendekatan yang dijalan semasa P&P agar guru dapat meyingkirkan kebimbangan Matematik
yang dialami dan pelajar akan lebih seronok dan menikmati setiap isi pengajaran. Ibu bapa juga
perlu mengubah persepsi negatif mereka terhadap Matematik dan sentiasa mengaitkan
Matematik dalam kehidupan seharian agar apabila anak-anak melihat perlakuan ibu bapa
mereka, mereka akan terikut dan kebimbangan Matematik juga dapat dielakkan. Anak-anak juga
tidak akan berasa rendah diri dan malu untuk melangkah ke tahap yang lebih tinggi dalam
Matematik. Guru dan ibu bapa perlu membantu anak-anak yang mengalami masalah
kebimbangan Matematik dengan memberi semangat, dorongan dan galakkan untuk mereka
berusaha mengurangkan dan menyingkirkan kebimbangan tersebut.
Kesimpulannya, masyarakat seharusnya meletak persepsi negatif terhadap ilmu Matematik
berdasarkan pengalaman yang lepas. Ini kerana jika mereka menetapkan persepsi negatif
terhadap Matematik akan menyebabkan generasi-generasi baru tidak dapat mengembangkan idea
Matematik mengikut buah fikiran sendiri kerana terhalang dengan anggapan-anggapan yang
tidak benar. Masyarakat perlu mengubah persepsi negatif agar anak-anak remaja dapat belajar
dan meningkatkan pengetahuan mereka dalam ilmu Matematik dengan lebih baik untuk
digunakan dalam kehidupan.