ATTITUDE EVALUATION
A positive attitude is one of the most valuable tools you can bring to the study of mathematics. Any task you attempt is influenced by your attitude towards it. If your attitude is positive, you will most likely enjoy performing the task and even look for opportunities to do it. A negative attitude will cause you to dislike the task and to look for ways to avoid it.
Many students taking (or avoiding) math courses in college have a negative attitude towards mathematics that can be described as "math anxiety" or "math avoidance". Math anxiety is a state of such apprehension about math that learning can be blocked or interrupted. Avoidance then naturally follows because this fear causes a person to avoid mathematical situations as much as possible. The math anxious student has difficulty doing well in mathematics, but the difficulty is not necessarily related to lack of ability in mathematics.
If you feel that you have this fear of mathematics, it is important for you to recognize that you can change the attitudes that cause your fear and that are keeping you from doing well. You must identify the negative statements that you make regarding mathematics and your ability in it, and replace those statements with positive ones. You have to be willing to change!
Use the following statements to explore your attitudes towards mathematics. You can probably see that these are all negative statements about math and about a person's ability to perform in it. If you recognize that these are statements that you make to yourself or others, then that is a first step in overcoming negative attitudes.
Attitudes
1. I never was good at math - I just don't have a math mind.
2. Math is cut and dry - you are either right or wrong.
3. Sometimes I get the answer right, but I know I do it the wrong way.
4. I can do "easy" math, it's the "hard" math that I can't do.
5. When I take a math class or test, it seems that everyone else understands it, but I don't.
6. I should be taking a college-level math course now - I'll never catch up.
7. People who are good in math do things quickly and do a lot of work "in their heads".
8. I am afraid of math.
9. I hate math.
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Statement 1 - I don't have a "math mind"!
This statement illustrates a common myth about mathematics. There is no such thing as a "math mind" as there is no such thing as an "English mind" or a "history mind". People have different talents. You may not have the ability to become a concert pianist, but you can learn to play the scales, or learn the connection between a written note and the proper key on the piano. Similarly you can learn to function in a math class even though you may not become another Einstein. By stating that you do not have a "math mind" you are excusing yourself from making any effort in mathematics. Do not use your present negative attitude as an excuse; rather take responsibility for your learning.
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Statement 2 - Math is cut and dry!
This statement illustrates a sad myth about mathematics. There is much more to mathematics than "getting the answer". Very often we must perform a complicated mathematical process to help us make a logical decision that is different from the result of the computation. At other times we may only be looking for an estimate or an approximate answer.
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Statements 3 - I did it the wrong way!
Statement 4 - I can only do "easy math"!
Statement 5 - Everybody understands, but I don't!
Statement 6 - I'll never catch up!
Statements 3 through 6 illustrate some common negative statements that students often make about their ability in mathematics. Instead of giving themselves credit for being able to do certain mathematical processes, they dismiss what they can do as "not real math". You were not born with any knowledge of mathematics. What you know you have achieved through study and practice. Give yourself credit for what you can do and believe that you can learn new material by moving in an orderly way through the levels of mathematics. Finally, do not believe that you are alone in your fears; other students share them. Get to know others in your class so that you can share your knowledge and backgrounds. Working with others often gives insights.
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Statement 7 - Good math is done quickly!
Statement 7 illustrates the myth that math should be done quickly, but often the mathematical process requires time and thought that spans several work sessions. You cannot always expect the "answer" to be obtained at one sitting; sometimes you have to go away from the problem and come back to it later. Speed is achieved when you are familiar with the material.
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Statements 8 - I'm afraid of math!
Statement 9 - I hate math!
Statements 8 and 9 are only statements of feelings, and feelings are neither "right" nor "wrong". Hopefully through a combination of honest attempts and successful experiences with mathematics you will begin to disagree with them because your negative feelings about mathematics have changed.
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