Mathematics is a crucial subject that permeates our lives – from managing finances to solving complex problems in various fields. However, for many, mathematical concepts can trigger feelings of dread. Fortunately, Project-Based Learning is an effective approach to alleviating maths anxiety.
Maths anxiety is more than just a dislike for maths. It is a psychological phenomenon that affects learners and adults alike and can cause physical and emotional distress when faced with any maths-related tasks including a racing heart, sweaty palms, avoidance behaviour and even negative self-talk.
Maths anxiety can hinder one’s ability to learn and perform well in maths-related subjects, leading to lower self-esteem and reduced confidence.
But here is the really interesting thing, says Mr Lawrence Bete, Head of the Mathematics Department at Future Nation Schools: “Maths anxiety does not only affect those who struggle with the subject. High achievers can also suffer from feeling pressured to maintaining high standards of academic excellence; struggle with perfectionism, over-thinking and competitiveness; and worrying about how their maths grade might hinder their career aspirations.”
One effective way to help learners who struggle with maths anxiety to improve their mathematical understanding and build their confidence, is to teach them using a PBL approach, notes Mampho Langa, Head of Schools at Future Nation Schools.
What is PBL?
The transition from traditional, rote memorisation to a more engaging and interactive PBL learning experience is a significant shift in modern education. While the roots of PBL can be traced back to philosophers like Confucius and Aristotle, it was American philosopher and educator John Dewey who laid the groundwork for the modern PBL approach in the early 20th century.
Dewey believed that learning should be an active, experiential process. He argued that learners should engage with real-world experiences and problem-solving to develop a deep understanding of subjects and he emphasised the importance of learning by doing and experiencing. It is this that PBL draws its unique practices from.
As a teaching methodology, PBL focuses on fostering deeper learning and problem-solving skills by actively engaging learners in real-world, complex problems and projects. This learner-centred teaching method shifts the focus from traditional learning methods, encouraging students to explore complex topics, solve real-world problems and apply critical thinking skills in an active, collaborative and hands-on manner.
The right topics at the right time
PBL’s effectiveness lies in its ability to help learners draw connections between their learning and the real world. It requires learners to apply their knowledge across multiple subjects to answer driving questions, illustrating the relevance of what they are learning to the outside world.
For example, PBL teaches us that algebra is not limited to mathematics, it can be found in geography and accounting as well. In a PBL-based school like Future Nation Schools, this interdisciplinary approach ensures that teachers teach the right topics at the right time, minimising duplication and enhancing curriculum articulation.
Additionally, PBL engages learners by making them the centre of the learning process, leading to better knowledge retention. This, studies show, can ensure that learners retain up to 80% of the knowledge learned through PBL, versus learners who are taught in more traditional methods.
Moreover, PBL helps learners develop essential 21st-century skills from a young age, such as critical thinking, communication, cooperation and creativity. These skills are vital in a rapidly changing world that requires individuals to think, solve problems and adapt as leaders and entrepreneurs.
PBL recognises the need for a dynamic environment that demands a wide range of skills and knowledge bases and ensures that learners understand the interconnectivity of subjects and knowledge bases from an early age.
However, a pertinent question arises: Can PBL really help learners who struggle with maths anxiety? The simple answer is yes. “By connecting mathematical concepts to real-world problems and making maths an integral part of these projects, PBL has the potential to reduce maths anxiety and help learners develop a positive attitude toward the subject,” says Bete.
Six ways PBL can help learners overcome maths anxiety:
1. Real-world relevance: PBL introduces maths in a real-world context. This helps learners see the practical applications of the concepts they are learning (no more wondering “when will I ever use this in real-life?”) and makes maths feel less abstract and more meaningful. By doing so, PBL reduces the anxiety associated with the perceived complexity of maths.
2. Multidisciplinary learning: PBL integrates multiple subjects, demonstrating that mathematics is not isolated but interconnected with other fields. This interdisciplinary approach makes maths feel more approachable and less intimidating.
At Future Nation Schools, PBL is integrated into the curriculum across subjects, explains Bete. “For example, learners might work on a project related to creating a community event around cancer awareness. In the maths class, we could then task learners with designing a budget for this project.
By using mathematical equations, learners would be able to model the relationship between variables within their event plan and be able to analyse historical income data and predict future income for their project. In creating a hands-on project like this, learners can apply mathematical concepts in practical scenarios, making maths less abstract and intimidating.”
3. Active engagement: PBL actively engages learners. Instead of passively receiving information, learners take ownership of their learning by identifying problems, formulating questions and seeking solutions. This shift from passive to active learning can help reduce anxiety by promoting a sense of control, as well as by reshaping attitudes toward maths.
4. Collaboration: PBL fosters collaboration and peer support. Learners are encouraged to work together to solve maths-related challenges, share their ideas and learn from one another’s strengths. Collaborative learning can reduce feelings of isolation and fear associated with maths.
5. Flexibility and creativity: PBL encourages creativity and allows learners to approach problems in unique ways. This flexibility reduces the pressure to conform to a single “correct” method and helps learners build confidence in their problem-solving abilities. “
At Future Nation Schools, for example, Foundation Phase learners are introduced to a variety of ways to approach a maths problem – for example counters, number lines, etc. The approach they choose to solve a maths question remains up to them. What we are interested in is that learners are able to show their work and answer the question correctly in a way that makes them feel comfortable and confident,” Bete says.
6. Progress monitoring: PBL involves ongoing assessment and feedback, allowing learners to track their progress in real-time versus tracking progress only through assessments and exams. This continuous feedback loop helps learners and teachers identify areas that need improvement and celebrate learners’ successes. This can help them mitigate anxiety stemming from uncertainty about their abilities.
Maths anxiety can be a significant barrier to learning and success in mathematics-related subjects. However, PBL can turn maths from a subject that learners’ approach with fear and apprehension to one that they view as an exciting journey of exploration and discovery.