Pinder Naidu Asst. Professor Math Kennesaw State University

 Math Anxiety is the anxiety that interferes with: ◦ Number manipulation ◦ Test taking ◦ Solving problems  Anxiety is usually related to: ◦ A past bad experience with mathematics  In school, at work, or at home ◦ A learning disability ◦ Low Self-Perceptions

 It is important for educators to remember that for adults: ◦ Adults have goals, they are there for a reason ◦ Adults are independent and self-directed ◦ Learning for adults is intertwined with  Adult development, socio-cultural influences, and psychological constructs

 It is important to remember that: ◦ Vision, best at 18, declines around age 40, sharp decline between 40-55, but slows after 55 ◦ Illumination, 50 year olds need 50% more light than a 20 year old to see as well ◦ Hearing, gradual decrease with a sharp decrease after 65 – 70

 Cognitive Aging ◦ Processes slow but do not fade. ◦ Reduced working memory – the ability to store and manipulate information for brief periods of time. ◦ Reduced ability to ignore irrelevant information. ◦ Anxiety can interfere with cognitive processes

 Be aware that adults bring with them experience to the classroom  Provide context that is meaningful. Relate to everyday life  Provide information in “chunks”. Do not inundate adults with information  So, don’t go off in a tangent about something unrelated, stay on task  Provide strategies

 Number Manipulation ◦ Skill development is important so provide small successful tasks. ◦ Positive tasks help reinforce a positive self- perception and provides motivation ◦ Mnemonics help adults learn faster  Good for learning order (PEMDAS), provide retrieval cues, and help to anchor details ◦ Group work  Adults learn in social groups. It provides context. ◦ Hands on material help, example, flash cards

 Tell Adults To: ◦ Go To Class  Math concepts build, so do not miss a single class ◦ Do lots of homework ◦ Work on practice tests ◦ Do reviews ◦ See your instructor if you need help

 Be welcoming. It is hard for them to ask for help.  Treat adults with respect, they know a lot about other things.  Listen  Ask how the student how their teacher works problems. It is best not to do things differently.  Ask them to explain it back. When adults say “Yes I understand” they really may not.  Be patient, adults need time to process.  Adults need encouragement too.  Try to let them succeed at a simple problem first.  Adults may not know how to use the calculator, they never had to, so ask if they need help.  Adults need your attention and time so stay with them while they work through problems.

 Frederikson, N. (1984). Implications of cognitive theory for instruction in problem solving. Review of Educational Research, 54,  Hofer, B.K. (1999) Instructional context in the college mathematics classroom: Epistemological beliefs and student motivation. Journal of Staff, Program, and Organization Development, 16,  Nolting, Paul (2008). Math Study Skills Workbook, 3 rd edition. NY: Houghton Mifflin  Sarason, I.G (1980) Introduction to the study of test anxiety. In I.G. Sarason(Ed) Test anxiety: Theory, research and application (pp ).Hillsdale,NJ:Erlbaum  Siegel, R. G., Galassi, J. P., & Ware, W. (1985). A comparison of two models for predicting mathematics performance: Social learning versus math aptitude-anxiety. Journal of Counseling Psychology,32,

 Please go to the Discussion Board and respond to the prompt you will find there.  Thank you for participating in this module.