Parental expectations and maths anxiety
In an unsurprising statement, Yaratan & Kasapoglu (2012) contend that "parents play an important role in shaping their children's attitudes and anxiety," as children inevitably imitate the attitudes and behavior of their parents (p. 169 emphasis added). Likewise Stolpa (2004), when discussing writing and maths anxiety, reminds us that children are not born believing they are incapable of achieving success; lack of self-efficacy is learned from the world outside where parental attitudes and expectations are a [some would argue the] key contributing factor (p. 3). Of note, is that Geist (2010) posits that these negative attitudes towards maths begins early in life prior to starting school, and moreover, much of the mathematical foundational conceptual development occurs in the first months and years of life through interaction with adults and the environment (p. 24).
But this is where the argument around parental expectations gets blurred. Overly high expectations are just as likely to contribute to maths anxiety as inordinately low ones, and again the 'chicken and egg causality' features prominently in the literature. A child who is unable to meet parental expectations experiences a loss of self-efficacy which is compounded by (sometimes perceived) negative feedback from parents with high expectations. Whats more, Ashcraft & Moore (2009) suggest that some children are more self-focused, and thus vulnerable to anxiety whereby they internalise negative feedback from poor performance leading to anxiety (p. 247).
This scenario is symptomatic of my own experiences. My son, in his struggles with maths, was assessed by a RTLB who clearly identified that he was more self-focused (egocentric) and struggled with affective control.
As already mentioned, parents who themselves struggled with mathematics are likely to unintentionally transfer or transplant those attitudes onto their children. Further, parents being parents are often want to shield or comfort their children. So, when their child is struggling, parents confirm a student's sense of futility by suggesting they shouldn't worry as they had the very same issues "Don't worry...maths was never my strong suit, too" (Geist, 2010, p. 3). Students pick up this mantra and develop a belief that they are genetically deficient in maths ability (ibid., p. 3)which leads to global avoidance behaviours (Ashcraft & Moore, 2009, p .247).
What can we as parents do?
Obviously, as parents we need to understand the vital role we play in shaping our children's attitudes towards maths. Yaratan & Kasapoglu suggest we need to talk about maths in a positive manner and have realistic expectations. We should help our children with maths where possible, and encourage them to seek extra help as required. Further, they highlight that it is important that we understand that forcing children to do mathematics against their will, when they are struggling with anxiety or efficacy, is counterproductive (p. 169). Ashcraft & Moore (2009, p. 203) also highlight research that indicates children who have poor "number sense" are more likely to perform poorly and develop anxiety which relates to Geist's argument about the importance of developing mathematical concepts early in life. Parents need to expose their children to mathematical language, concepts, and thinking through everyday conversations and games during early childhood. Hunt & Sheffield (2006) present specific anxiety related interventions which are applicable for both home and school. These will be discussed in more detail in my next posting.
What I take from this passage of research, is that parents are critically responsible for the attitudes a child develops towards mathematics, and they contribute to the conceptual foundation that a child brings to the classroom. However, the literature tends to suggest that maths anxiety only really begins to present in the classroom. In fact Geist (2010) cites Jackson & Leffingwell (1999) who state that "teacher behavior was a prime determinant of math anxiety and that it is usually evident early on in the primary grades" (p. 28).
Yaratan, H. & Kasapoglu, L. (2012). Eight grade students' attitude, anxiety, and achievement pertaining to mathematics lessons. Procedia - Social and Behavioral Sciences 46, pp. 162-171. Retrieved (with thanks Merilyn) from:
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