Math-Abused Students: Are We Prepared to Teach Them?.
Math-Abused Students: Are We Prepared to Teach Them?.
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数学滥用的学生：我们准备好教他们了吗？
DOI：
10.5951/mt.92.5.0403
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
Greg Fiore
中科院分区：
文献类型：
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作者：
Greg Fiore
数学焦虑似乎并非只有一个原因。这是由于家长和教师对数学的态度、不好的自我概念、无法处理挫折以及在不理解的情况下通过练习强调数学(Norwood 1994)造成的。托拜厄斯和魏斯布罗德(1980)将数学焦虑定义为“当一些人被要求解决一道数学问题时出现的恐慌、无助、瘫痪和精神混乱”。数学焦虑被称为一种疾病，既是一种情感上的疾病，也是一种对数学的认知恐惧(Hodges 1983；Tobias 1978)。研究表明，患有数学焦虑的父母可以将其传递给他们的孩子，而患有数学焦虑的教师可以将其传递给他们的学生(Lazarus，1974)。数学焦虑者中还包括一些数学教师，特别是小学教师(Williams 1988)。高比例的小学教师表示，他们回避数学，并被发现对数学感到焦虑。大多数数学焦虑的根源在于教师和数学教学(Williams 1988)。数学老师的糟糕经历会导致数学焦虑(Tobias 1978)。证据表明，数学焦虑更多地是由主题呈现的方式造成的，而不是主题本身(Greenwood，1984)。这篇文章讨论了过去因言语或身体虐待而导致数学焦虑的学生，特别是在做数学时被老师或家长虐待的学生。让我们将数学滥用定义为与个人做数学有关的任何负面经历。它可以是口头的，例如，像这样的话：“如果你不能解决这个问题，你就是愚蠢的”；也可以是身体上的，例如，打一个给出错误答案的学生。在这篇文章中，我讨论了两个数学滥用的例子，由此导致的数学焦虑，以及我如何处理这两个问题。
Math anxiety does not appear to have a single cause. It results from parents’ and teachers’ attitudes toward mathematics, poor selfconcept, the inability to handle frustration, and emphasis on mathematics through drill without understanding (Norwood 1994). Tobias and Weissbrod (1980) defined math anxiety as “the panic, helplessness, paralysis, and mental disorganization that arises among some people when they are required to solve a mathematical problem.” Math anxiety has been called an illness that is an emotional as well as a cognitive dread of mathematics (Hodges 1983; Tobias 1978). Studies have shown that parents who have math anxiety can pass it on to their children and that teachers who have math anxiety can pass it on to their students (Lazarus 1974). The ranks of the mathematically anxious also include some mathematics teachers, especially at the elementary level (Williams 1988). A high percent of elementary school teachers say that they avoid mathematics and have been found to be math anxious. Most math anxiety has its roots in the teachers and the teaching of mathematics (Williams 1988). A bad experience with a mathematics teacher can cause math anxiety (Tobias 1978). Evidence suggests that math anxiety results more from the way the subject matter is presented than from the subject matter itself (Greenwood 1984). This article deals with students whose math anxiety resulted from past verbal or physical abuse, in particular, abuse by a teacher or parent while doing mathematics. Let us define math abuse as any negative experience related to an individual’s doing mathematics. It could be verbal, for example, such a statement as “You’re stupid if you can’t solve this problem”; or it can be physical, for example, striking a student who gives the wrong answer to a problem. In this article I discuss two examples of math abuse, the resulting math anxiety, and how I dealt with both.