Building math confidence for a high-tech world.

Abstract

This article makes the argument for the importance of having confidence with mathematics in order to compete globally in a high-tech world which relies very heavily on mathematics, science, and technology. This article is geared toward educators in hopes that they can ultimately excite young people about mathematics, encourage students to be confident in their ability to solve problems, understand mathematical concepts, and see math as a human endeavor. The authors believe that as students feel less anxious about, and more confident in their abilities to do math their performance will improve. As math test scores are often a concern for principals, teachers, and society at large. Math anxiety has become a growing concern in the United States, as well as in many other countries around the globe. A young person's ability and confidence to do mathematics is critical for their future success and decisions they will make in our current high-tech globally competitive world.

Introduction

Often students who are anxious, bored, fearful, or who simply believe that math is unimportant, are likely to avoid the study of mathematics. The shortage of workers in many technical fields, especially in the area of mathematics, is a matter of national concern (Dawson, Interact n.d.). Much has been written about the decline of mathematics scores on the Third International Mathematics and Science Study (TIMSS), Scholastic Aptitude Test (SAT), American College Test (ACT), and a general weakness in mathematics performance overall (Hiebert et al, 2003; TIMSS Video Mathematics Research Group, 2003; Young, 2002; Stigler, Gonzales, Kawanaka, Knoll, and Serrano, 1999; Schmidt, 1998). The practice of setting higher standards, as well as other reform measures, has not had an appreciable effect (McNair, 2000; Battista, 1999; Stigler and Hiebert, 1999). It may be beneficial for PreK-16 teachers to develop a better understanding of current issues related to assessment and intervention strategies in order to promote better attitudes toward mathematics among students at all ages and grade levels (Ross, 1996).

In today's high-tech world, it is important that our young people grow to become confident in their ability to do mathematics in an ever-increasingly high-tech globally competitive society. This article shares with the reader, from an educator's perspective, approaches that could be used to ultimately excite students about mathematics, encourage students to become more confident in their ability to solve problems, understand mathematical concepts, and see math as a human endeavor. The authors believe that as students feel less anxious about and more confident in their abilities to do math, their performance on standardized tests will improve, which is often a concern for principals, teachers, parents, and society at large. The instruction of mathematics seems to play a critical role in shaping one's attitudes toward math (Jackson & Leffingwell, 1999). NCTM (1995a and 1989) recognizes math anxiety as a problem and has specifically included the detection of this phenomenon in its assessment practices, since a teacher's job is to assess his/her students' mathematical dispositions. Burns (1998) contends that two thirds of American adults loathe and fear mathematics. Dawson (Internet n.d.) has found that Americans often times are not qualified for many high-tech jobs, and that companies seek employees outside the U.S. requiring special H1-B Visas. Dawson (Internet n.d.) also contends that our K-12 educational system is not preparing students for future studies in math and science. Lane (1999) contends that we must support high quality mathematics and science education in every way we can so that we are ensured an adequate talent pool for our country. Mathematics anxiety in students has become a concern for our society, and should be addressed in teacher education programs, along with falling performance in the area of Mathematics.

Steen (1999) points out that national and international studies have shown that most U.S. students leave high school with far below even minimum expectations for mathematical and quantitative literacy. Neunzert (2000) feels that mathematics is critical for people living in the 21st Century in order for them to be successful. Yet, Gallup (1983) found that the American public rated math first in importance when compared with the other academic fields. NCTM (2000) recently published a revised version of standards for teaching mathematics, as a response to strong public interest in the area of math. NCTM (2000) recommends the following 10 standards for grades Pre-Kindergarten through 12. Content Standards: Numbers and Operations, Algebra, Geometry, Measurement, Data Analysis and Probability. Process ...