The Fear of all Sums

Math Anxiety is a real issue with many students and even some teachers. Common Core tweaks to the curriculum require students to:

"Construct viable arguments and critique the reasoning of others." (CCSSI, 2014)

Not only must students know how to solve math problems, they must understand the principles well enough to describe what they are doing and be able to discern mistakes made by other mathematicians.  Those teachers who like math - who possibly choose mathematics as a major because it does not include writing (Burns, 2004)- are faced with a similar, but opposite issue - they have to face their anxieties about writing.

Writing in mathematics instruction serves two main purposes:

• Student Learning
• Assessment Effectiveness

Student learning. When students write out their reasoning when solving math problems, they must articulate their understanding in a clear, organized manner ((Bossé & Faulconer, 2008; Burns, 2004; Cooper, 2012; Fessakis et al, 2008; Glass & Spiegelman, 2007; Greer, 2008; Hossain & Wiest, 2013; Jewett, 2013; McCarthy, 2008; MacBride & Luehmann,2008;2009; Makri & Kynigos, 2007; Özgün-Koca et al, 2011; Pyon, 2008; Ray & Hocutt, 2006; Verlaan, 2009). The student can see for themselves where they are shaky in their understanding, merely parroting the correct answers as opposed to truly understanding (McCarthy, 2008). Students can also write down questions for the teacher that they might forget or be too embarrassed to ask the teacher verbally (Burns, 2004; Verlaan, 2009).

Student assessment. When students are writing about their understanding of a topic, teachers can note and correct misconceptions before they become ingrained or interfere with performance on a test (Burns, 2004; MacBride & Luehmann, 2008;2009; Pyon 2008).
When students are appropriately supported in their learning, anxiety regarding this learning is vastly reduced.