The Power of YET: Yet's Power to Alleviate Math Anxious Individuals

I can't has become a swear term in my classroom. Instead my students and I say, "I can't, yet!" This is one way we work to tackle our fixed mindset and try to overcome our challenges, and it works. When we feel safe and valued we are more likely to tackle challenging things. I can honestly say that I have witnessed some amazing student learning when we've overcome our fixed mindset thinking! Everyone faces challenges, but being equipped with the skills to face our fears and/or obstacles will help us grow.

Math anxious individuals tend to have a fixed mindset. They believe and anticipate the worst before seeing the outcome. When people are anxious about something that something tends to be avoided. Mutlu (2019) found that individuals do better with some level of pressure [anxiety], but high levels of anxiety have detrimental effects on performance. We need to embrace challenges as opportunities to learn. In my research on alleviating anxiety many researchers talked about the importance of growth mindset and having a positive math identity (Kiss et al., 2017). Kiss et al., (2017), found that attitudes towards math are early indicators of math anxiety. "Students who identify with mathematics have more successful math outcomes. A higher level of math identity promotes greater math achievement" (Williams, 2020, p. 320). Carol Dweck is famously known for her research on growth and fixed mindsets. She defines growth mindset as follows, “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment” (Dweck, 2015).

In her TED talk, Dweck (2014) asked the question, "Are we raising our kids for the now, or the yet?" This is something parents and educators should consider. What are we focussing on? What's the final goal? How can we encourage curiosity and resilience vs fear and avoidance? Are we giving our kids the skills to pass the next test, or skills they need for the future?

"Are we raising our kids for the now, or the yet?" (Dweck, 2014).

How to foster a growth mindset:

Dweck found that ways to encourage a growth mindset are to focus on and reward the process -> effort, strategy, and progress (Dweck, 2014). Too often we focus on the grand finale, the final answer, and this is where we lose our kids. This is where kids focus on and fear failure. We need to change the game and emphasize the importance of the process. Celebrate the learning that happens in the thick of it. The learning after a mistake, or when finally having that 'aha!' lightbulb moment... etc. When we focus on the process and effort we place value on the thinking instead of the final answer.

"When they are acknowledged, they will rise" - Dr. Carrington.

"When they are acknowledged, they will rise" (Carrington, 2021). This one of my favourite quotes that Dr. Jody Carrington often states. "Driven by the desire to answer meaningful questions, students can overcome math anxiety" (Kulkin, 2016). Kids know when they are valued. We need to give them challenging tasks that have a purpose. Without purpose their will be no motivation. Our mind is a powerful tool. Parents, let's believe in the potential of our children's minds so that our children will believe in themselves too! Focus on helping kids develop a positive mindset, and watch them rise.

References:

Carrington, J. (2021). When they're acknowledged they will rise. https://m.facebook.com/drjodycarrington/photos/when-theyre-acknowledged-they-will-risethese-words-ive-said-at-least-1000-times-/2263640837102956/

Dweck , C. (2014). Carol Dweck: The power of believing that you can improve. TED. Retrieved from: https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve.

Dweck , C. (2015). Carol Dweck Revisits the 'Growth Mindset'. Education Week. Retrieved from: http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html?cmp=cpc-goog-ew-growth+mindset&ccid=growth+mindset&ccag=growth+mindset&cckw=%2Bgrowth%20%2Bmindset&cccv=content+ad&gclid=Cj0KEQiAnvfDBRCXrabLl6-6t-0BEiQAW4SRUM7nekFnoTxc675qBMSJycFgwERohguZWVmNDcSUg5gaAk3I8P8HAQ.

Kiss, A. J., & Vukovic, R. (2017). Math Anxiety and Attitudes Toward Mathematics: Implications for Students with Mathematics Learning Disabilities. Perspectives on Language and Literacy, 43(1), 35-39.

Kulkin, M. (2016). Math is like a scary movie? helping young people overcome math anxiety. Afterschool Matters 23 p. 28-32.

Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education 11(5) p. 471-475.

Williams, K. (2020). Contextualizing math-related strengths and math achievement: postive math orientations, social supports and the moderating effects of prior math knowledge. Journal for STEM Education Research 3 p. 317-342.