The following sections of this BookRags Literature Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources.
(c)1998-2002; (c)2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design and Thomson Learning are trademarks used herein under license.
The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". (c)1994-2005, by Walton Beacham.
The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". (c)1994-2005, by Walton Beacham.
All other sections in this Literature Study Guide are owned and copyrighted by BookRags, Inc.
Math phobia, which is exhibited by many students, is the persistent, illogical, intense fear of not succeeding in math. It is the belief that one is unable to handle the difficulty associated with learning math. Many people incorrectly assume that math phobia and an inability to be successful in mathematics are inherited from one's parents. Several legitimate factors contribute to, and increase the severity of, this perception. For instance, gender and ethnic backgrounds are not determining factors in mathematical competence, but peers' and teachers' attitudes toward gender and ethnicity may increase or decrease one's confidence in mathematical skills. The methods used to teach mathematics skills may affect whether a student feels successful and develops mathematical self-confidence. Finally, family and peer attitudes may positively or negatively influence students' attitudes toward mathematics, which in turn affect their levels of confidence.
Unless someone is diagnosed with a specific learning disability associated with processing numbers or learning intuitive concepts, math phobia is not a permanent condition. Math phobia can be overcome with the patience of an experienced and enthusiastic teacher, parent, coach, or therapist. Once a person gains even minimal amounts of success with mathematical concepts, the anxiety usually abates. Many teachers and other people concerned with the issue agree with Vanessa Stuart who writes: "My own hypothesis is that mathematics is like a sport: 90 percent mental--one's mathematics confidence--and 10 percent physical--one's mathematics competence in performing mathematical skills."