Lesson 1

Math Fear

How We Respond To Challenges

Lesson 1 Objectives:

1. Participants will identify a real-life scenario via video that demonstrates learning anxiety in adults.
2. Participants will mentally list the characteristics that children and adults display when challenged with memory recall.

As we move into our understanding of Math Fear, we often do not recognize the fear until we see it in action. One of the best ways to introduce math fear is to see it in person, to observe a scenario where one displays their struggles. Please view the "Mr. Bean" clip to help you identify what fear or anxiety looks like in an adult form.

The link has been provided below:

https://youtu.be/9LhLjpsstPY

After viewing the Youtube video, reflect on these questions:

1. Why was the main character acting suspicious or unnatural?
2. What body language or emotions reflected that the main character was feeling anxious, scared, or stressed?

Discussion Responses:

Often when individuals are uncomfortable, their body language is a key indicator of the stress that they carry. It was apparent that Mr. Bean could not recall the information or is was unknown or foreign information to him. This noting that he was unprepared, as his body movements and lack of composure tell a story of immense frustration, stress, and unnatural responses. The main character is consistently trying to problem solve, while becoming inventive, but was having great difficulties. Mr. Bean was out of his element, and the emotions and movements support this fully.

It is important as teachers and educators, that we are able to observe and identify the signs. It is our duty to respond to challenges, yet also be aware of what those challenges look like.

Learn To Identify The Signs

The following are some characteristics that may be displayed when under a stressful situation:

*constant movement with body

*wandering eyes

*good- luck items (items that are considered luck or make one feel secure)

*rewriting or erasing

*crumbling of paper to show they are unsure or change one's mind

*focus on everything other than the focused item at hand

*hands running through the hair to gain composure

*scratching his head

*licking lips

*biting fingernails

*various facial expressions

*deep thinking faces

*crying out loud

Other Characteristics To Consider

We must understand too that sometimes students display "hidden" signs that are not as easily seen. These characteristics listed below are considered more challenging as they could stem from any real-life experience. One may not be aware that it is math related. Keep on-going communication with the student and former teachers, parents, and administration when one is not sure if the situation directly relates to math fear or anxiety.

Emotional and Physical Responses

One may find that in the classroom students display other emotional or physical responses when in an anxiety situation. The following are more characteristics that one may observe when working with children:

*passive behavior

*feeling of permanency

unusual nervousness

*panic

*avoidance

*lack of response

*negative talk

*low achievement

*tears

*anger

Assisting In Your Classroom Environment:

As a teacher you have now identified the signs of fear and anxiety in relation to math. The next step is to determine how you can reach the student(s) and begin to form a non-judgmental approach. Below are a list of identifiable ways to start the initial process of understanding capabilities, along with areas of needed improvement for your student(s)

How to manage these characteristics:

*promote verbal and non-verbal forms of communication

*provide mixed ability groupings

*assist with extra help

*communicate with families

*recognize the behavior as observable and on-going

*document characteristics, times, and how one is feeling

*reach out to school personnel that can assist

*communicate privately with the child to check on wellness

This process will not happen over night or in a week's span of time. Documentation is essential. In the meantime, continue to give support to the student(s) and help ease the fear or anxiety. If it is ignored, the student(s) continue to carry the burden and cannot move forward.

Real-Life Situation Application

Please view the "What Pops Into Your Hear" frame. This reflective process is essential in understanding where you student(s) are coming from and where they are headed. Use your own experiences to assist others.

Ideas To Ponder:

Compare Mr. Bean's characteristics to those found in your students. Are there more similarities than differences or vice versa?

As an adult, could you put yourself in Mr. Bean's shoes? Recall and reflect on a scenario or experience from the past. What helped you move through the situation?

Please reach out via the comments section if you would like to share or ask a question. -KerryAnn O'Connor-