Math-Anxiety: Myth or Reality

The comments I get from almost anyone, outside of those in mathematically oriented careers, are something like "I am not good at math" or "I don't like math".It is clear that such a thing, as "math-anxiety" does exist.Many of us have experienced anxieties when doing math or taking tests.Those of us who were students twenty years ago can remember math anxiety, and some still have those anxieties today.Many students today experience math anxiety.They get sweaty palms, headaches, nauseous, racing mind, math is impossible, I’m not very good at math and etc.The problem has not gone way.It is a fact and is pervasive throughout our society.Its effect has created the perception that mathematics is not doable, except for a select few.We need to stop the cycle.

Math anxiety interferes with students’ mastery of mathematics.It is the anxiety reaction itself that is causing the problem, not some deep-seated deficiency at math. Math anxiety is learned, so it can be unlearned and overcome."Researchers at Institute of HeartMath (IHM) Research Center have been applying, FreezeFrame® and Heart Locke-in®, emotional management tools to improve performance in mathematics as well as other areas of human performance.

At UC Clermont, we are conducting a study designed to investigate the effects of FreezeFrame® and Heart Locke-in® emotional management techniques on reducing math anxiety, test-taking anxiety and increasing performance in mathematics.The Institute of HeartMath has determined that the FreezeFrame technique is an effective intervention that leads to increased test scores in mathematics.We are applying the HeartMath tools in an academic mathematics environment designed to extend learning beyond a simple, isolated classroom content oriented experience into the multi-faceted realm of real-life experience.These emotional management tools used in the HeartMath Study will provide students with practical techniques designed to reduce stress and increase mathematics learning.

Michael Vislocky, PhD, Ronald P. Leslie, PhD and Patricia E. Friel, MA have been using this FreezeFrame model at UC Clermont to train students to overcome math anxiety & test anxiety and increase their mathematics performance.Freeze-Frame® enables individuals to intervene in the moment that stress or an emotional reaction is experienced.With practice, this tool can be used effectively in less than one minute.For example, it can be used effectively during a test to increase mental clarity and test performance.Students who can successfully manage their math-anxieties will have more options, especially in careers related to science and mathematics.

In addition to using Freeze-Frame and Heart Lock-In techniques, students will also work with the Freeze-Framer Emotional Management Enhancer, a BioFeedback mechanism, to reinforce their use of the tools and to learn to self-generate states of increased physiological coherence, associated with improved emotional balance, mental clarity and cognitive performance.

Potential Benefits:

Ø Improved test-taking performance

Ø Improved mathematics performance

Ø Transfer of mathematics skills to other disciplines

Ø Improved performance in other areas

Using the above techniques hold a number of other positive benefits for the entire body.Some of them are:

Ø Mental Benefits

Ø Increases mental focus and mental acuity

Ø Increases creativity

Ø Enhances ability to make quick and sound decisions

Emotional Benefits

Ø Reduces stress and anxiety

Ø Increases emotional resiliency

Ø Increased happiness and satisfaction

Physical Benefits

Ø Supports healthy heart rhythms

Ø Supports healthy blood pressure levels

Ø Supports immune system health

Ø Increases energy and vitality

If you are taking a mathematics course this winter quarter and would like to learn these techniques to improve mathematics performance, contact one of the persons listed below.

Michael Vislocky, Ph.D

Telephone: 732 – 5307

Email: Michael.Vislocky@uc.edu

Web Page

Ronald P. Leslie, Ph.D

Telephone: 732 – 5249

Email: Ron.Leslie@uc.edu

Patricia E. Friel, MA

Telephone: 732 – 5259