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Anxiety towards mathematics can hinder numerical understanding from "summary" of The Number Sense by Stanislas Dehaene
Mathematics anxiety emerges from a complex interplay of emotional and cognitive factors that can obstruct the development of numerical skills. This anxiety often manifests in feelings of fear or apprehension when faced with mathematical tasks, leading to a reluctance to engage with numbers. Consequently, individuals may avoid situations that require mathematical reasoning, further entrenching their difficulties. The emotional response triggered by this anxiety can interfere with cognitive functions vital for numerical understanding. Stress and anxiety activate the amygdala, a brain region responsible for processing emotions, which can overshadow the functioning of the prefrontal cortex, where higher-order thinking and problem-solving occur. This disruption hampers the ability to process numerical information effectively, making tasks appear more daunting than they inherently are. Negative experiences with mathematics, often rooted in early educational settings, can exacerbate feelings of inadequacy. Such experiences may lead to a self-fulfilling prophecy, where the belief in one’s mathematical incompetence prevents engagement with the material. Over time, this creates a cycle where avoidance behavior reinforces a lack of numerical competence, making recovery from such anxiety increasingly challenging. Cultural influences and societal attitudes toward mathematics can intensify these feelings. The stigma associated with struggling in math can lead to further isolation and reluctance to seek help, perpetuating the cycle of anxiety and misunderstanding. Breaking free from this cycle necessitates interventions that foster a positive relationship with numbers, encouraging exploration and engagement rather than avoidance. Creating supportive environments that emphasize understanding over performance can help mitigate the emotional barriers to mathematical learning.
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