Math is found everywhere in life, from color-by-numbers to the measurement of time itself. Math explains the beauty of nature through Fibonacci numbers, constructs computer programs through code and expresses the value of goods and services through currency. Indeed, a world without math would be confusing, disorganized and illogical. The importance of math cannot be overstated and is the exact reason why it is held in such high regard.
While the importance of math is reflected in the education system from kindergarten through college, the U.S. is ranked 27th in the world in mathematics, according to the Program for International Student Assessment (PISA). The National Center for Education Statistics (NCES) reported that 36 percent of students entering high school are considered proficient in math, while the National Science Foundation (NSF) reported that only 26 percent of high school seniors are proficient in math. So, why do so many students perform poorly in math?
The National Mathematics Advisory Panel of the U.S. Department of Education reported that math anxiety severely affects student performance despite levels of proficiency. While all students retain a limited working memory, which plays a crucial role in calculation, math anxiety tends to dominate working memory space with thoughts of failure. When students should be engaged in their calculations they are obsessed with feelings of insufficiency. Furthermore, it is believed that math anxiety is the result of embarrassment. When children are asked to solve a problem in class, and they don’t get the correct answer, they often feel ashamed of their performance due to the absolute nature of math: right or wrong, there is no middle-ground.
The nature of math in the classroom increases student perceptions of math being a talent as opposed to an acquired skill. Children who do well at math are often viewed as gifted while the remainder of students buy into the old mantra: “I’m bad at math.” Blackburn professor of mathematics Dr. Chris Morin agreed and stated that students “convince themselves they can’t do math…and that affects the way they perform.”
When students continue to believe that they have limited abilities, they’re actually fostering a self-fulfilling prophecy; if they believe they are bad at math, they will be. Inevitably, students live up to their low expectations.