Got a math problem?

-
by Marilyn Achiron
Editor, Directorate for Education and Skills

Some 37% of students in the Netherlands reported that they often worry that mathematics classes will be difficult for them. In Argentina, 80% of students reported the same worry. What is the percentage-point difference between the two countries in the proportion of students who worry that mathematics classes will be difficult for them?*


While reading the above mathematics problem, did you:
  1. start hyperventilating and repeat to yourself “I  can’t do this;
    I can’t do this; I can’t do this”
  2. grab your mouse with the intent of clicking off this page
  3. feel as though you have never encountered such a confusing
    jumble of words and numbers before
  4. all of the above?
    If you answered a, b, c or d, you’re in good company: on average, about one in three students feels anxious when confronted with a mathematics problem, and more than one in two students reported that they often worry that it will be difficult for them in mathematics classes. Those are alarming statistics – especially because PISA finds that greater anxiety towards mathematics is strongly related to lower scores in mathematics. As this month’s PISA in Focus reports, on average across OECD countries, mathematics anxiety is associated with a 34 score-point decline in mathematics performance – the equivalent of almost one year of school. In New Zealand, Norway and Poland, the decline associated with anxiety towards mathematics is even larger: at least 45 score points.

    More worrying still, in almost all countries and economies that participated in PISA 2012, girls reported greater anxiety towards mathematics than boys. Only in Jordan, Qatar and the United Arab Emirates did boys report greater anxiety than girls.

    PISA finds that students’ anxiety towards mathematics is not just about the subject, itself. Students are more anxious towards mathematics when their schoolmates get better marks than they do, on average. In Austria, Canada, the Czech Republic, France, Germany, Italy, Japan, Liechtenstein, the Netherlands and Slovenia, students who attend schools where the average student performs better than they do in mathematics tend to be considerably more anxious towards the subject than students who earn similar marks in mathematics, but attend schools where the average student performs as well as they do or worse.

    So how can students learn to adopt a more Zen attitude towards mathematics? The answer may lie in their teachers. In 39 countries and economies, among students who performed equally well in mathematics, those students whose teachers consistently tell students how well they are doing in mathematics, give students feedback on their strengths and weaknesses in mathematics, and/or tell students what they need to do to improve in mathematics reported less anxiety towards math. Knowledge is power; and when staring down a mathematics problem, it can relieve stress too.

    * There is a 43 percentage-point difference between the Netherlands (which has one of the smallest proportions of students who worry that mathematics classes will be difficult for them) and Argentina (which has one of the largest proportions of these students).

    Links
    PISA 2012 Findings
    PISA in Focus No. 48: Does math make you anxious?
    PISA in Focus No.48 (French version)
    Full set of PISA in Focus
    PISA 2012 Results: Ready to Learn (Volume III) : Students' Engagement, Drive and Self-Beliefs
    Photo credit: The Scream / @Wikimédia

    Comments

    Post a Comment

    Popular posts from this blog

    How Japan’s Kosen schools are creating a new generation of innovators

    -
    Image
    By Andreas Schleicher
    Director, Directorate for Education and Skills





    Innovation and problem solving depend increasingly on the ability to synthesise disparate elements to create something different and unexpected. This involves curiosity, open-mindedness and making connections between ideas that previously seemed unrelated. It also requires knowledge across a broad range of fields. If we spend our entire lives in the silo of a single discipline, we will not gain the imaginative skills necessary to connect the dots and develop the next life-changing invention.

    For schools, then, the challenge is to remain true to disciplines while encouraging interdisciplinary learning and building students’capacity to see problems through multiple lenses. Some countries have been trying to develop cross-curricular capabilities. Japan’s network of Kosen schools is a unique example.

    Its president, Isao Taniguchi, showed me around the Tokyo campus last week, and it was one of my most inspiring school visi…
    Read more

    What should students learn in the 21st century?

    -
    Image
    By Charles Fadel
    Founder & chairman, Center for Curriculum Redesign
    Vice-chair of the Education committee of the Business and Industry Advisory Committee(BIAC) to the Organization for Economic Co-operation and Development (OECD)
    Visiting scholar, Harvard GSE, MIT ESG/IAP and Wharton/Penn CLO

    It has become clear that teaching skills requires answering “What should students learn in the 21st century?” on a deep and broad basis. Teachers need to have the time and flexibility to develop knowledge, skills, and character, while also considering the meta-layer/fourth dimension that includes learning how to learn, interdisciplinarity, and personalisation. Adapting to 21st century needs means revisiting each dimension and how they interact:

    Knowledge - relevance required: Students’ lack of motivation, and often disengagement, reflects the inability of education systems to connect content to real-world experience. This is also critically important to economic and social needs, not only students…
    Read more

    Educating our youth to care about each other and the world

    -
    Image
    by Andreas Schleicher
    Director, Directorate for Education and Skills


    In 2015, 193 countries committed to achieving the 17 Sustainable Development Goals (SDGs) of the United Nations, a shared vision of humanity that provides the missing piece of the globalisation puzzle. The extent to which that vision becomes a reality will in no small way depend on what is happening in today’s classrooms. Indeed, it is educators who hold the key to ensuring that the SDGs become a real social contract with citizens.

    Goal 4, which commits to quality education for all, is intentionally not limited to foundation knowledge and skills, such as literacy, mathematics and science, but emphasises learning to live together sustainably. This has inspired the OECD Programme for International Student Assessment (PISA), the global yardstick for success in education, to include global competence in its metrics for quality, equity and effectiveness in education. PISA will assess global competence for the first time ev…
    Read more