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Published at Friday, 10 May 2019. **math worksheet**. By Fabienne Langlois.

After observing and reflecting on your child’s thinking process, adjust activities accordingly. For instance, if a child can subitize (recognize quantity without counting by hand), but can’t identify the printed number, try playing a game where objects are labeled with the corresponding number in the set to help your child memorize what the number symbol looks like.

To better understand how math anxiety develops and how to help people who suffer with it, we need to understand what is happening in brain while a person with math anxiety is doing math. One idea is that the human brain can only process a certain amount of information at a time. A system in the brain that allows us to process information is called working memory. A part of the memory system that is used to remember and hold information in your mind so you can use it when doing activities. Working memory is a part of the human memory system that allows us to remember and think about several things at the same time. This skill is very important for doing math. For example, if a teacher reads out a math problem, the student must hold all numbers in his or her mind, consider the steps needed to solve the problem, and write out the answer at the same time. Researchers think that maybe, when people feel anxious, the math anxiety that they feel is using up some of their working memory, so they do not have enough working memory left to solve the math problem. Maybe the working memory that is being used for the anxiety would have been used for solving the math problem if those people did not feel so anxious [3]. In other words, math anxiety causes students to think and worry about how afraid they feel of math, which occupies the working memory resources that they would otherwise use to do the math problems. This idea that math anxiety uses working memory has been supported by research studies. Importantly, researchers have reported that children who have a high level of working memory do better on math tests than children with a low level of working memory.

“For kids who have better verbal abilities, just being able to talk out their strategy and give a good explanation of what they want to do and how they should solve it, and maybe getting corrective feedback along the way, can be really helpful,” says Dr. Pagirsky. Similarly, students can write out their strategy during homework or a test. In this approach students are walking themselves through how to think about the problem, at their own pace and in language they might feel more comfortable in. With this technique they might find that they understand more than they realize about how to solve the problem, and switching to a more verbal approach helps them think more clearly.

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