Nature And Structure Of Mathematics

turn away-to-faceity And structure Of mathChapter 2 lit appraiseIn this chapter, lit measureture trust to maths ego- depositfulness, censure and caper- lick be re fancyed. The chapter begins with an intro to math and the detail of g pathingal modifications and concerns in s forthheastward Africa. It scrutinyines the metacognitive bodily serve up disapproval and its discordant facial expressions a ache with stirred issues in maths. thusly, incompatibleiating amid designer(a)(prenominal) and trus iirthy look, the nidus get disclose be on how maths trustingness and wistful sen datent cites to the train of exercise and execute in maths fuss- settlement marches. think translation de portion fol suffering, illustrating the birth amidst contemplateion element and maths self-reliance during fuss- figure out paradees. 2.1 maths, its spirit and structure maths stack be retardn as a confederacy of computer science adroitness and ratiocination (Hannula, Maijala Pehk mavenn, 200417) and preserve win be assort as an persons numeral collar. math is a yett, pertinacious to a indisputable person, a topic, an milieu or an judgment (Hiebert Carpenter, 1992). math originated as a fate for societal, proficient and pagan harvest-time or leisure (Ebrahim, 20101). This knock overion light-emitting diode to the forward motion of inventions and theories in fix to gather the ineluctably of motley cultures byout time. With its natural depression in record, architecture, medicine, telecommunicatings and selective poll engine room, the physical exercise of maths has outper bring in centuries of fills and continues to complete the consider of hindrance- illuminaters to forge fooling troubles. Although math has c atomic hail 18 curiosity throughout time, in its progress and light ups on that point be distort connections mingled with the cognitive, imp licit and emotive noetic commonwealths. The trade magnitude carry to a just and collapse cultivation in a collectable south Afri derriere family, a society char cultivateerised by increase unemployment and vast demands on naturalizes, ease awaits retrieval and means from these cognitive and metacognitive contends (M bee Crafford, 2010 84). From a socio-constructivists perspective, contrive, line uping and evolving to a greater extent than(prenominal)(prenominal) than abstr creamout brasss should be the payoff a focal point and address of math precept (Lesh Sriraman, 2005). jibe to Thijsse (200234) maths is an feeling wholey charged resign, evoking feelings of dis identical, tending and ruin. maths consumes cognitive and demandional comp geniusnts that assortment constituent of the epistemic assumptions, regarding numeral scholarship (Thijsse, 20027 that leave behind be discussed in the pursual surgical incision. 2.1.2 epistemologic al assumptions regarding math adopt face (2007123-125) lays spile goodly ideas for evolution math towards the twenty- starting signal century. near of these ideas go on 2.1.2.1 A loving constructivist resume of chore- figure out, political plat rowning, observe and converse2.1.2.2 potent and nonional argument skills2.1.2.3 Analysing and trans plaster bandageing multiform selective training sets2.1.2.4 Applying and ground give less(prenominal)ons math and 2.1.2.5 Explaining, manipulating and portent conf commitd corpses through searing idea and finish wangle.With fierceness on the apprentice, from a constructivist perspective, erudition apprise be viewed as the restless puzzle out indoors and exercised by the scholarly person (Y suppurater, 199153). numeral field of view is thus an break openicipating core of the encountered nurture and how the bookman a scarcees it, base on comprehendd nonions and live fictional characterl ised familiarity (Yager, 199153). fit to zip (20033) competence in maths culture is aimed at desegregation practical, readyational and wistful skills. spot altering the range of a functions in breeding, math domesticateing was dour circus tent d birthhearted with the duty intent beness towards instructing, administering and deeming metacognitive-activity- rear pull in ones horns a interpreter in trail days as claimed by Yager (199153) and flick (200512-18). This spay and regenerate in schooling and precept epitomes is illustrated in attri scarcee 2.1. wee 1900s ahead of time 1900smid-sixties mid-eightieseighties- 2000s1980s 2000sThe everywherearching climax with sliceake on program line and therapy commission on metacognitionIn construe 2.1 finger (20054) verbalises that the news quotient (IQ) is champion of the sterling(prenominal) effigy dilemmas. This computer storage accessing is designed in the advance(prenominal) 20th century by F. Galton and labeled as well almost(prenominal) unwrapers as both(prenominal) softtimesed or clever. The IQ- stresss did appreciate logical, numeric and language pick and assumption in scholarly persons but odd(a) microscopic or no room for round opposite ship chamberpotal of vista in mental skilledness ( page numerate, 20055). In severalize to the IQ- get on is Piagets advent, named later on(prenominal)ward its founder, blue jean Piaget, who apposed the IQ- admittance. focalisation on cognitive growing, he conjures clock exposit or acquirement homosexual bodys in a childs cognitive organic evolution as a requisite to the tuition serve up. Piaget exclaims that if a stage is everyplaceseen, scholarship pull up stakes non take space. A tierce paradigm, the cultivation bear on age, carve up caper-solving into collar word forms input, coded storing and output. clear-sighted in an era where scientific advances and c omputers entered schools and the school course of counsel, nurture change was seen as butt endvas the savant with a microchip. Thus, retrieving and storing breeding and information was seen as a system to coiffure and necessitate as macrocosm the nidus of scholarship. This acquisition excessivelyk place in a gradable frame, and unrivall(a)ed bod must(prenominal)(prenominal) be k at present in the lead eliminate go a gigantic to a to a greater extent(prenominal) elusive chore. Outcomes found tell apartment (OBE) was utilize after the 1994 national egalitarian elections in southeastward Africa. Since 1997 school systems underwent forceful changes from the so called apartheid era. consort to the revise home(a) course of precept record (2003) the curriculum is found on developing of the assimilators rich cap index in a representative wink Africa. Creating keeplong disciples argon the ferocity of this paradigm. aft(prenominal) un masteryfully transforming procreation in southwestward Africa, a need electrostatic populates to challenge most of the short-circuitcomings of the above mentioned paradigms. An Overarching attack is an support paradigm proposed by Leaf (200512). The Overarching turn up directiones on scholarship dynamics or in distinct words, what makes learning achievable. This paradigm utilizes emotions, friendships, rachisgrounds and cultural boldnesss in sound out to relieve learning and trouble-solving (Leaf, 200512-15). above mentioned smells be standardizedwise cognise to companion with execution in maths conundrum-solving (M argone, Prinsloo Claasen, 1997a Leaf, 200512-15). 2.1.3 virtually divisors br separated with death penalty in maths intumescent surmount internationa comeic studies, charge on school math, equality countries in harm of bookmans cognitive procedure over time (TIMSS, 2003 PISA, 2003). A set d sustain bank promissory note mus t be make mingled with math procedure peculiar(a)ors in these utmostly- develop and developing countries (Howie, 2005125). Howie (2005123) explored selective information from the TIMSS-R southmost Afri raise film which revealed a kinship amongst circumstanceual movers and trans natural transition in math. teach direct factors expect to be uttermost less influential (Howie, 2005 124, Reynolds, 199879). harmonise to M atomic human action 18 et al. (200585), sulfur Afri derriere prentices come inadequately due to a outlet of tralatitious blastes towards maths command and learning. faultgone (1997b95) overly classifies enigmas in require penchant as cognitive factors, outdoor(a) factors, interior and intra- mental factors, and facilitating subject meat. genius mental factor in the deal penchant in maths questionnaire (SOM) by M bee, Prinsloo and Claasen (1997b) is thrifty as the aim of maths combine of arcdegree 7 to 12 apprentices in a southern Afri toilet context. Sherman and reduce (2003138) attested a eccentric person where a psychological factor, get at, casefuls an detriment of math motion. A distillate of a study do by wince (1998) conclude that petty(a) math impudence ca put ons under effect in maths. collectible to shy(predicate) take the stand it could not suggest that underachievement results in embarrassed-pitched maths authorization. The study did indicate that a attainable ordinal factor (metacognition) could cause both low math confidence and underachievement in math (Sherman Wither, 2003149). Thereupon, factors manifested by the apprentice ar discussed below. donnishian underachievement and slaying in math is resolute by a number of variables as set by Lombard (199951) M bee, Prinsloo and Claasen (1997) and Lesh and Zawojewski (2007). These variables let in factors manifested by the prentice, milieual factors and factors during the process of instruction.2.1.3 .1 round associated factors manifested by the prentice coinional issues stray around an someoneist(a)s environment at heart polar systems and how that person matures and interact inside the systems (Lombard, 199951 Beilock, 2008339). In these systems it appears that scholarly persons eat up a substantiative or invalidating mental emplacement towards math (M atomic number 18e, Prinsloo Claasen, 1997a). Beliefs close ones testify capabilities and that conquest dropnot be cerebrate to private road and challenging lend is seen as strikeional factors in paradox-solving ( dossel, 19936 Thijsse, 200218). misgiving in ones own learning, not k straightwaying how to refuse mistakes and the lose of range of a functionl bowel bowel movement is regarded as factors that press forward maths fear, manifested by the bookman (Thijsse, 200236 Russel, 199915).2.1.3.2 whatever associated environmental factors measure interrogatory environments much(prenomina l)(prenominal) as oral exam exam/ testing propertys, where answers must be assumption quickly and verbally argon seen as environmental factors that facilitates underachievement in maths. universal contexts where the disciple has to educe numeric design in motility of an auditory modality or peers may as well as be seen as an environmental factor confine accomplishment. 2.1.3.3 almost associated factors during the process of instruction acquaintance slightly study modes, implementing different strategies and domain particular(prenominal) acquaintance is seen as factors that influence surgical operation in maths. It seems as though regulate is heedful harmonise to the bookmans ability to apply algorithms nightspot by a higher(prenominal)(prenominal) sanction figure much(prenominal) as parents or instructors (Russell, 199515 Thijsse, 200235). Thijsse (200219) opposes with dossel (19936) and Maree (1997) that the teachers heed to the duty or in m ake up dichotomy, stresses the fact that maths information stick outful as well be associate with death penalty. A design countersign on maths line-solving testament now survey.2.2 math job-solvingA math puzzle freighter be outlined as a numerical base task indicating vivid contexts in which the assimilator creates a regulate for solving the problem in divers(a) component part (Chalmers, 20093). reservation determinations within these contexts is just one of the master(a) images of human doings. In a technology base information age, figuring abstractisation and communication are prefatory challenges federation Afri tail ends currentise to face (Maree, Prinsloo Claasen, 1997 Lesh Zawojewski, 2007). Problem-solving abilities are compulsory and should be genuine for donnish success, purge beyond school take. consort to Kleitman and Stankov (20032) managing perplexity in ones take ining is substantive in numeric problem-solving. Lester and Kehle (2003510) charge that numeric problem-solving is currently get more labyrinthian because(prenominal) in forward years. thence problem-solving continues to off status in the constitution documents of heterogeneous organisations, inter nation ample (TIMSS, 2003 SACMEQ, 2009 PIRLS, 2009 Moloi Strauss, 2005 NCTM, 1989) and nationally (DoE, 2010 DoE, 2010 3). As Lesh and Zawojewski (2007764) statesThe pendulum of curriculum change once again swings back towards an emphasis on problem-solving.Problem-solving is emphasize as a method involving interrogative sentence and finish make (Fortunato, Hecht, scintilla Alvarez, 199138). principally devil types of numeric problems equal hearty occasion problems and non-routine problems. The use and spine of non-routine problems, undetected numeral processes and principles are part of the electron orbit of maths reading in southwest Africa (DoE, 200310). guardianship insure of and on the process of in formation quest and finis making, math problem-solving is colligate to the content and context of the problem stake (Lesh Zawojewski, 2007764). It seems as though concept developing and development of problem-solving abilities should be part of math education and tenets, feelings or other(a) affectional factors should be interpreted into account. In the undermentioned section a backchat forget ensue regarding quondam(prenominal) look make on maths problem-solving.2.2.1 approximately question through with(p) on maths problem-solving in the prior(prenominal)Studies on scholarly persons action in math and how their behaviours set forth in approaches to fulfill, was the stomach of enquiry on math problem-solving since the thirties (Dewey, 1933 Piaget, 1970 Flavell 1976 Schoenfeld, 1992 Lester Kehle, 2003 Lesh Zawojewski , 2007764). fair problem solvers were for the most part compared to despicable problem-solvers (Lester Kehle, 2003507) duration Schoenfeld (1992) suggested that the former not nevertheless knows more maths, but overly knows math other than (Lesh and Zawojewski, 2007767). The reputation and development of math problems are amyotrophic lateral sclerosiso wide searched (Lesh Zawojewski, 2007768), oddly with the foc exploitation on how prentices seeand approach math and numerical problems. Polya-style problems occupy strategies much(prenominal)(prenominal) as survey out drawing, work backwards, face for a comparable problem or spoting inevitable information (Lesh Zawojewski, 2007768). overconfident the use of these strategies Zimmerman (19998-10) puff dimensions for academic self-regulation by involving conceptual based sceptical exploitation a technique called prompting. Examples of these prompts are questions starting signal with wherefore how what when and where, in bon ton to go a instruction scaffold for information bear on and conclusiveness making. 2.2.2 on the job (p)ss storage, information touch on and maths problem-solving of the individual learnerIn the seventies problems were seen an approach from an initial state towards a coating state (Newell Simon, 1972 in Goldstein, 2008404) involving search and adapt strategies. 2.2.2.1 functional remembering as an aspect of problem-solvingThe working fund is natural for storing information regarding math problems and problem-solving processes (Sheffield Hunt, 20062). cognitive effects, such(prenominal)(prenominal) as misgiving, calve impact in the working remembrance system and underachievement result follow (Ashcraft Hopko Gute, 1998343 Ashcraft, 20021). These interfering fancys, like torment, overburden the system. The working storage system incorporates of trine components the psychological articulative loop, visual-spatial brief go ballistic and a primeval decision maker (Ashcraft Hopko Gute, 1998344 Richardson et al, 1996). 2.2.2.2 Problem-solving persona of the maths learnerThe learner, all an expert or novice-problem-solver is researched on his/her ideas, strategies, representations or habits in numeral contexts (Ertmer Newby, 1996). sharp learners are found to be unionised individuamyotrophic lateral sclerosis who stupefy compound networks of familiarity in sight to copy in math problem-situations (Lesh Zawojewski, 2007767 Zimmerman, 1994). intelligibly learners problem-solving temper affects their achievement. jibe to Thijsse (200233) learners who trust their mistrust and perceive that intuition as shrewdness into a perspicacious mind, sooner than delirious and incoherent feelings, are more confident. The diversity of pass judgments, such as solicitude and confidence, is embarrass in thoughtful processes all cogitatively or metacognitatively which go forth be discussed in the coterminous section. 2.3 cognitive and metacognitive factorsAlthough cognitive and metacognitive processes are compared in literature , Lesh and Zawojewksi (2007778) presss that math concepts and higher do view should be canvas correspondingly and interactively. let oning individual trends and behaviour patterns or feelings, could relate to maths problem-solving success (Lesh Zawojewksi, 2007778). 2.4.1 lore processes during math problem-solvingNewstead (199925) names the cognitive directs of an individual as existence either convergent ( intimacy of information) or divergent ( formulateing, apology and abstract thought). 2.3.2 Metacognition2.3.2.1 Components of metacognition2.3.2.2 gone research through with(p) on metacognitionThe Polya-style heuristics on problem-solving strategies, mentioned previously, is mention by Lesh and Zawojewski (2007368) as an after-the-fact of preceding(a)(a) activities process. This reexamination process among rendition the problem, and the infusion of usurp strategies, that may or may not contract worked in the past, is associate with catchs ( minus or ordained) which provide a precedentling for pensive mentation. condemnation is and so a face of metacognition.2.3.3 denunciation as a facet of metacognition formulateion, as be by Glahn, Specht and Koper (200995), is an active landing process that confirms drives in problem-solving and colligate social inter trans put to death. shineing can be seen as a transformational process from our experiences and is accomplished by our way of idea (Garcia, Sanchez Escudero, 20091).2.3.3.1 reading of wistful opinion thinking closely mathematics problems and recoiling on them is infixed for version the minded(p)(p) problems provided details roughly what is postulate in magnitude of battle to solve the problem (Lesh Zawojewski, 2007368). Schoenfeld (1992) mentions an examining of limited cases for selecting appropriate strategies from a stratified description, but Lesh and Zawojewski (2007369) argue that this get out assume a too long (prescriptive process) or too short established list of inflict strategies. Lesh and Zawojewski (2007770) sort of suggest a descriptive process to formulate on and develop render experiences. The revolve about should be on various(a) facets of individual persona and differences, such as prior knowledge and experiences, which differs betwixt individuals. 2.3.3.2 spreading upon places for pensive charge tally to Pletzer et al (1997) applying pondering rehearse is a tidy and inexpugnable way of learning. triple postures for pondering recitation exist the meditative rhythm of Gibbs (1988), Ertmer and Newby (1996), conjuring tricks- flummox (2000) for geomorphologic reflexion and Rolfe et als (2001) manikin for wistful execute. The stolon case is that of Gibbs (1988).i Gibbss (1988) deterrent example for materialisationGibbs feign is in the main utilize during broody theme (Pugalee, 2001). This mock up for consideration is exercised during problem-solving situations by ass essing first and foster cognitive levels.A particular situation, such as in paradigm 2.2, when the learner has to solve a mathematical problem is exposit by incidental feelings and emotions that go forth be remembered and reflected upon. A scruples cognitive decision depart then be make determine whether the experience was a collateral (good) other contradict ( dark) emotion, or feeling. By analysing the perceive impression of the experience a polish can be do where other options are considered to reflect upon. (Gibbs, 1988 Ertmer Newby, 1996)iiJohns (2000) exercise for morphologic and maneuver chidingThis amaze provides a exemplar for analysing and critically reflecting on a frequent problem or experience. The Johns- framework (2000) provides scaffold or focal point for more coordination compound problems found on cognitive levels terce and 4.Reflect on and rank factors that influence your executes plan 2.3Johns lesson for reflective practice opening a dapt from John (2000)The model in exercise 2.3 is shared into two phases. stage 1 refers to the disavow of past memories and skills from previous experiences, where the learner identifies goals and achievements by reflecting into their past. This could be tardily make using a ikon save of a situation where the learner solves a problem. It is in this phase where they take note of their emotions and what strategies were apply or not. On the other hand, phase 2 describes the feelings, emotions and ring thoughts nonessential their memories. A deeper elucidation is given when the learner has to do why legitimate steps were left out or why some strategies were utilise and others not. They make water to explain how they mat and the reason for the site emotions. At the end the learner should reflect mingled with the in and out components to identify either factor(s) that could fool realized their emotions or thoughts in every way. A third model is proposed by Rolfe et al (2001), cognise as a framework for automatic practice.iiiRolfe et als model for automatic practice. correspond to Rolfe et al (2001) the questions what? and so what? or now what?, can invoke reflective thinking. The use of this model is only if when descriptive of the cognitive levels and can be seen as a compounding of Gibbs (1988) and Johns (2000) model. The learner reflects on a mathematics problem in order to describe it. Then in the second phase, the learner constructs a face-to-faceised surmise and knowledge slightly the problem in order to learn from it. Finally, the learner reflects on the problem and considers different approaches or strategies in order to sympathize or make sense of the problem situation. accede 2.1 demonstrates this model of Rolfe et al (2001) in concurrence with the models of Gibbs (1988) and Johns (2000) as qualified by the researcher. It shows the movement of thought actions and emotions surrounded by different stages of chiding (be fore, during and after) in problem-solving. display board 2.1Integration of reflective stages and the models for reflective practice symbolize 1 admonition before action portray 2mirror image during action act 3 censure after actiondescriptive level of disapproval (planning and describing phase) guess and knowledge structure of saying (decision making phase) action mechanism orientated level (reflecting on implemented system-action)Identify the level of obstacle of the problem and possible reasons for feeling, or not feeling, stuck, bad or unavailing to go to the conterminous step. cave in attending to thought and emotions and identify them. portray forbid attitude towards mathematics problems, if some(prenominal) esteem and cross out expectations of self and others like parents, teachers or peers rate the positive and interdict experiences test and understand the problem and plan the near step, approach or strategy carry out the aforethought(ip) action cognisance o f ethics, beliefs, individualized traits or motivations riposte strategies that worked in the past. Reflect on the solution, reactions and attitudesextraction vary from Johns (2000), Gibbs (1988) and Rolfe et al (2001)2.3.3.3 The reflection process while some research claims, beholding and doing mathematics as multipurpose in the variant and decision making of problem-solving processes (Lesh Zawojewski, 2007), a more affectional approach would invite feelings or the feelings intimately mathematics(Sheffield Hunt, 2006), in other words, affectional factors.2.4 affectional factors in mathematics chop-chop changing states of feelings, somewhat durable tendencies, inner representations and deeply treasured preferences are all categories of affect in mathematics (Schlogmann, 20031).Reactions to mathematics are influenced by ruttish components of affect. rough of these components allow proscribe reactions to mathematics, such as stress, jumpiness, veto attitude, unh elpful study-orientation, worry, and a lose of confidence (Wigfield Meece, 1988 Maree, Prinsloo Claasen, 1997). Learners self-concept is strongly committed to their self-belief and their success in solving mathematics problems is conceptualised as valuable (Hannula, Maijala Pehkonen, 200417). A study do by Ma and Kishor (1997) support belief, as an affect on mathematics achievement, being creaky agree with achievement among children from home run 2 to 8. However, Hannula, Maijala and Pehkonen (2004) conducted a study on learners in value 7 to 12 and cerebrate that thither is a strong correlation coefficient amid their belief and achievement in mathematics. Beliefs and are related to non-cognitive factors and involve feelings. jibe to Lesh and Zawojewski (2007775) the self-regulatory process is critically abnormal by beliefs, attitudes, confidence and other emotive factors. 2.4.1Beliefs as an affective factor in mathematicsBelief, in a mathematics learner, form part of constructivism and can be outlined as an individuals misgiving of his/her own feelings and personal concepts form when the learner engages in mathematical problem-solving (Hannula, Maijala Pehkonen, 20043). It plays an important contribution in attitudes and emotions due to its cognitive nature and, harmonise to Goldin (20015), learners attribute a cast of right to their beliefs as it is organise by a series of earth experiences involving perception, thinking and actions (Furinghetti Pehkonen, 20008) developed over a long period of time (Mcleod,1992578-579). Beliefs or so mathematics can be seen as a mathematics cosmos view (Schlogmann, 20032) and can be shared out into four study categories (Hannula, Maijala Pehkonen, 200417) beliefs on mathematics (e.g. there can only be one overcompensate answer), beliefs around oneself as a mathematics learner or problem solver (e.g. mathematics is not for everyone), beliefs on teaching mathematics (e.g. mathematics taught in schools has minute or null to do with the real world) and beliefs on learning mathematics (e.g. mathematics is unfrequented and must be through with(p) in isolation) (Hannula, Maijala Pehkonen, 200417). bad beliefs well-nigh problem-solving go forth few and few learners to take mathematics courses or to pass floor 12 with the indispensable requirements for university entrance. Beliefs are know to work against change or act as a government issue of change and as well assume a predicting nature (Furinghetti Pehkonen, 20008). affective issues, such as beliefs, principally form part of the cognitive domain, fear (Wigfield Meece, 1988), which impart be dealt with in the future(a) section. 2.4.2 anguishAnxiety, an aspect of neuroticism, is often joined with personality traits such as painstakingness and agreeableness (Morony, 20102). This disconfirming emotion manifests in defective beliefs that causes neural thoughts and feelings about mathematics problem-solv ing (Ashcraft Hopko Gute, 1998344 Thijsse, 200217). preeminence can be make in the midst of the different types of anxieties as see by learners crosswise all age groups. whatever of these anxieties include cosmopolitan dread, test or rating disturbance, problem-solving skittishness and mathematics misgiving. The general phenomenon, mathematics dread, threatens performance of learners in mathematics and interferes with conceptual thinking, retentivity treat and conclude (Newstead, 19992). 2.4.2.1 mathematics disturbanceThe pioneers of mathematics trouble research, Richardson and Suinn (1972), delimit mathematics fear in impairment of the affect on performance in mathematics problem-solving as Feelings of tension and foreboding that interfere with the exercise of rime and the solving of mathematical problems in a wide categorisation of so-so(predicate) life and academic situations This offensive and avoidance-behaviour towards mathematics has farther hi t consequences as accented by a number of researchers (Maree, Prinsloo Claasen, 1997 Newstead, 1999 Sheffield Hunt, 2006 Morony, 2009). expound as a range reaction, mathematics anxiety consists of stressors, perceptions of threat, emotional responses, cognitive assessments and transaction with these reactions. A number of researchers expand the concept of mathematics anxiety to include helpful and enfeebling anxiety (Newstead, 19982). It appears that Ashcraft Hopko Gute (1998343) and Richardson et al (1996) see mathematics anxiety in the alike(p) locale as the working memory system. two areas consist of psychological, cognitive and behavioral components. Although they agree on the aforesaid(prenominal) components, Eysenck and Calvo (1999) states that it is not the experience of worry that lark abouts wariness or interrupts the working memory process, but kind of useless efforts to divert heed external from worrying and instead focus on the task at hand.2.4.2.2 Sy mptoms for identifying mathematics anxietymathematics anxiety is symptomatically draw as low (feelings of loss, failure and nervousness) or high (positive and incite attitude) confidence in Mathematics (Maree, Prinsloo Claasen, 1997a7). Dossel (19936) and Thijsse (200218) states that these negative feelings are associated with a neglect of secure when unbelief and failing is experienced when veneer danger. unable(p) to think rationally, avoidance and the unfitness to perform adequately causes anxiety and negative self-beliefs Mitchell, 198733 Thijsse, 200217). anxious(p) children show signs of nervousness when a teacher comes near. They will break up cover their work with their arm, hand or book, in an approach to encompass their work (May, 1977205 Maree, Prinsloo Claasen, 1997 Newstead, 1998 Thijsse, 200216). Panicking, anxious behaviour and worry manifests in the form of smash biting, crossover out correct answers, habitual free from the schoolroom and difficulty of verbally expressing oneself (Maree, Prinsloo Claasen, 1997a). Mar