The Area of Mathematics Among Adolescents in the USA, Research Paper Example

Abstract

Mathematics enjoys a high profile in school curriculum. There are several basic reasons for this. Mathematics is actually a language that facilitates learners in describing relationships and ideas drawn from our surroundings. Mathematics helps us to create the invisible from the visible, thus solving problems that may be unattainable otherwise. Mathematics is not only utilized as a computation tool, but also as an instrument of technology and science, enabling scientists to investigate concepts through idealized models prior to employing them in the actual world.

Introduction

This paper posits to investigate the negative attitudes to, and poor performance in, the area of mathematics among adolescents in the USA. Much of the observations on mathematics in the USA have a focus on the nation’s economic competitiveness as well as the economic welfare of enterprises and citizens.  Success in mathematics is vital for individual citizens, since it presents them college as well as career alternatives. A strong foundation in mathematics at high school level, through Algebra II or higher, links significantly with accessibility to college, and ultimately earning in the top income quartile from employment. It is paradoxical that mathematics is usually constructed as an objective and emotion-free discipline, yet it has been found that mathematics prompts strong negative attitudes amongst numerous learners. Emotions and attitudes play a considerable part in every learning process. In regard to the learning of mathematics as a discipline, the focus in this paper is on the negative attitudes to, and poor performance in, the area of mathematics among adolescents in the USA.

Nature of the problem

Research has also revealed that persons with higher intensity of mathematics anxiety, demonstrate intense negative attitudes in relation to mathematics s, and have poorer delight in the subject and lower self-assurance in mathematics (Ashcraft & Krause, 2007). This fact, when considered together with the link between mathematics anxiety and success scores in mathematics, leads to a predominantly poor prognosis. It seems then that, higher degrees of mathematics anxiety are go along with by inferior attitudes in relation to mathematics, and these jointly lead to poorer scores in mathematics tests. In investigating the experiences of potential and existing mathematics teachers at lower level to tertiary levels in the USA, strong emotions and negative attitudes were found to encompass learning of mathematics from early primary schools to tertiary level. In some mathematics classes, public humiliation for giving wrong answers has been a widespread form of socialization as well as control, reducing self-confidence and arousing apprehension. Of primary concern is the fact that the consist research findings have shown that American students attain mediocre grades in mathematics compared to their peers at a global perspective.  Mathematics enjoys a high profile in school curriculum. There are several basic reasons for this. Mathematics is actually a language that facilitates learners in describing relationships and ideas drawn from our surroundings. Mathematics helps us to create the invisible from the visible, thus solving problems that may be unattainable otherwise. Mathematics is not only utilized as a computation tool, but also as an instrument of technology and science, enabling scientists to investigate concepts through idealized models prior to employing them in the actual world (U.S. Department of Education, 2007).

Prevalence of the problem

It has been found that negative attitudes towards mathematics as well as mathematics anxiety among adolescents in the US, play a significant role in adolescent students’ self synchronized exposure to mathematics and their success in mathematics.  Mathematics literacy is a severe problem in the US. According to Philips (2007), 71% cannot work out miles per gallon on a journey, 78% of grown ups cannot explicate how to calculate the interest paid on loans, and 58% cannot compute a 10% tip for a dinner bill. Additionally, it is apparent from research that a wide range of adolescent students as well as adults have trouble with fractions which forms a fundamental skill essential to success in mathematics (Hecht et al, 2007).  According to U.S. Department of Education (2004), a survey carried out by the National Assessment of Educational Progress (NAEP) 27% of  students in eighth-grade could not appropriately shade one third of a rectangle and 45% were unable to solve a word problem involving dividing fractions.

It is imperative to note that the interrelationships between shame and pride, failure and success, in mathematics classes are linked to levels of intimidation and confidence that dispose mathematics students to perform in certain ways in relation to mathematics. Mathematics is regarded as a taxing area of study by many students. A majority of adolescent mathematics students either experienced problems with mathematics or have simply not effectively mastered a considerable amount of mathematics. Basing an opinion on an educational point of view, the former is preferred to the latter. Since mathematics is an exact science, adolescent students and teachers similarly need not anticipate that the learning of mathematics by adolescent students will, or ought to, be devoid of difficulties or a need for re-teaching. Numerous factors influence the manner in which adolescent students relate to mathematics. The most common factors consist of, but are not limited to, attitudes in relation to mathematics, mathematical domain understanding, self-efficacy viewpoints, and acknowledgment for achievement in mathematics (Martin, 2006).

Causes of, and/or Factors Associated with the Problem

Different scholars are investigating ways in which students’ racial identities as well as radicalized prospects and expectations bear repercussions on their success in mathematics. In more recent years, researchers of math education have embarked on exploring the nature of the students’ experiences in mathematics classrooms and also the degree to which students experience a sense of bonding to mathematics, or their math’s identities. Research has proven that not all competent students in mathematics have high math’s identities. The method of teaching has been found to have considerable influence on the types of math’s identities adolescent students develop, as well as their desires to go on pursuing mathematics (Boaler, 2000). Gresalfi and Cobb (2006) employ the phrase dispositions to capture the discipline of math as realized in particular classrooms as well as the degree to which adolescent students identify with mathematics as a discipline. Martin (2006) investigates the manner way in which socio-historical context as well as community customs, influence mathematical identities in students’ through socialization processes. Martin is of the opinion that African-Americans often identify their individual narrow mathematics achievement as being influenced by the constriction of prospects to learn mathematics as a consequence of racism as well as racial stratification. Martin asserts that mathematical identities are usually constructed in regard to these socio-historical factors and via local interactions as well as practices in families and schools.

Methods of Identifying the Problem/Diagnostic Signs

Richardson and Suinn’s (1972) foundational paper, is broadly regarded as the most famous development in the study of mathematics anxiety. The two founded the Mathematics Anxiety Rating Scale (MARS). This was the pioneer full length appraisal tool for measuring mathematics anxiety. The original MARS entailed a 98-item scale, with conditions presented on a Likert-scale. The conditions ranged from 1(representing, not at all), to 5 (representing very much). Any difference concerning the measurement of mathematics anxiety by means of the MARS have reduced, considering the scope of the test items as well as the psychometric data given alongside the test.  Hopko et al. (2003) have also created a rating scale that is used for mathematics anxiety. This 9-item rating scale is a more competent alternate for complete mathematics anxiety instruments. It is referred to as Abbreviated Math Anxiety Scale (AMAS). In the view of this, there are limited developments in the production of mathematics anxiety scales for adolescents as well as children. However, Suinn and Edwards (1982) have produced the Mathematics Anxiety Rating Scale for Adolescents (MARS-A). This is a progeny of the MARS by Richardson and Suinn.

However, Suinn and Edwards (1982) concede that development of a mathematics anxiety rating scale specifically for adolescents is valuable. This is attributed to the fact that attitudes in regard to mathematics are shaped in the formative years. It is imperative to note that career choices influenced by performance in mathematics are made in the Junior as well as Senior High School Years. It should be noted that this is also the 14-18 years of age, which form the adolescent years (Stickle, 2010). This also illustrates the value of the creation of a mathematics anxiety scale for adolescents. As stated earlier, the MARS-A is a modified structure of the MARS that entails change in the wording of the substitution of new items that is more suitable for adolescents. It presents a diversity of real life circumstances which adolescents may understand. The MARS-A has been advanced into a 30-item scale, in harmony with the concept of Hopko et al. (2003) that shorter scales have a tendency to be more resourceful.

Mitigation and Way Forward

Several suggestions have been presented to address the issue, for instance: change in teaching technique, get mathematics learners actively involved in learning, students ought to be shown the relevance of math in their lives, promote positive learning environment, and create more significance in the mathematics field. Moreover, the positive learning environment would play a significant role in reversing the tendency of negative attitudes in regard to mathematics, lack of impetus, and the unfavorable effect of mathematics anxiety among students. Changing adolescents’ goals and attitudes in relation to learning mathematics is imperative if they are to improve in mathematics performance. When adolescents believe that their endeavors in learning would make them smarter, then they will demonstrate greater diligence in mathematics learning (U.S. Department of Education, 2007).

The mathematics preparation of middle school and elementary teachers should be reinforced as one means for enhancing the teachers’ efficacy in the classroom. This would include pre-service teacher education, early profession support, and career progression programs. A vital constituent of this recommendation is that teachers should be presented with sufficient opportunities to study mathematics for the purposes of teaching. That is, teachers should know comprehensively and from a more advanced angle the mathematical content they ought to teach and the linkages of that particular content to other essential mathematics, prior to as well as beyond the level they are allocated to teach (U.S. Department of Education, 2007).

References

Ashcraft, M.H., & Krause, J.A. (2007). Working Memory, Math Performance, and Math Anxiety. Psychonomic Bulletin & Review, 14(2), 243-248.

Boaler, J. (2000). Mathematics from another World: Traditional Communities & the Alienation of Learners. Journal of Mathematical Behavior, 18(4), 376-397.

Gresalfi, M. S., & Cobb, P. (2006). Cultivating Students’ Discipline-Specific Dispositions as a Critical Goal for Pedagogy & Equity. Pedagogies: An International Journal, 1, 49-58.

Hecht, S.A., Vagi, K.J., & Torgesen, J.K. (2007). Fraction skills and proportional reasoning. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why Is Math So Hard For Some Children? The Nature and Origins of Mathematical Learning Difficulties and Disabilities (pp. 121–132). Baltimore: Paul H. Brookes Publishing Co.

Hopko, D.R., Mahadevan, R., Bare, R.L., & Hunt, M.K. (2003). The Abbreviated Math Anxiety Scale (AMAS): Construction, Validity, and Reliability. Assessment, 10(2), 178-182.

Martin, D. B. (2006). Mathematics Learning and Participation as Radicalized Forms of Experience: Afro-American Parents Speak on the Struggle for Mathematics Literacy. Mathematical Thinking and Learning, 8(3), 197-229.

Phillips, G.W. (2007). Chance Favors the Prepared Mind: Mathematics and Science Indicators for Comparing States and Nations. Washington, DC: American Institutes for Research.

Richardson, F.C. & Suinn, R. M. (1972), “The Mathematics Anxiety Rating Scale,” Journal of Counseling Psychology, 19(6), 551-554.

Stickle F.E. (Ed). (2010) Adolescent Psychology. Annual Editions. 7^th Edition. NY: McGraw Hill.

Suinn, R.M., & Edwards, R (1982). The Measurement of Mathematics Anxiety. The Mathematics Anxiety Rating Scale for Adolescents-MARS-A. Journal of Clinical Psychology. 38, 576-577.

U.S. Department of Education. (2007). National Assessment of Educational Progress. National Center for Educational Statistics. Retrieved on July 21, 2011 from http://nces.ed.gov/nationsreportcard/