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Understanding
the
Learning Mathematics

Importance

of

Why learning mathematics is essential to ones life

Michael Roman

ABSTRACT
In this paper, I discuss the importance of learning mathematics as
an adolescent. Learning mathematics as a student is important
because it strengthens the students foundation of mathematical
knowledge. Once the foundation of mathematical knowledge is
established, students will be successful in their future
mathematics courses. In turn, this will allow them to complete
mathematical tasks in their everyday life with comfort. I also
discuss how we can make sure students are learning, by
generating positive experiences in the classroom to battle
problems amongst learners such as math anxiety.

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Understanding the Importance of Learning Mathematics

Mathematics is a very integral subject to have knowledge of. The most advanced
mathematicians use mathematics to do things such as build bridges and skyscrapers
and discover new theorems. However, the average person uses mathematics in their
life every day, including middle and high school students. The world consists of
numbers, equations, and shapes; almost everything in our life can be traced to
mathematics. Whether you are playing a video game or cooking using a recipe requiring
to measure out ingredients, you are doing math. The abstract thinking, logical, and
problem solving skills that students learn in a math class help develop the skills said
students need to tackle any problem (Glass, 2015, p. 4). Mathematics is not just
important for mathematicians; it is essential for every human being.
However, in order to be successful with mathematics in your life, you must have
a foundation which is built during school. For example, I was talking to a history teacher,
who is without a doubt very intelligent, and he commented that he could not fill out a
simple statistics sheet because he was not proficient in mathematics. He then went to
say that we cannot even add and subtract fractions. The reason this teacher struggles
with statistics can be traced back to his education as early as elementary school.
While many people view algebra as being first introduced to them in the eighth or
ninth grade, it actually is being taught to them as early as first grade, just in a simpler
form. The reason elementary schoolers must learn arithmetic is to have a good solid
foundation in order to progress to the next level of mathematics. That principle still
applies to high schoolers. The reason students have to learn any mathematical subject,

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whether it be algebra, geometry, or trigonometry, is to create a foundation of knowledge

for them to progress.
In an article by the Association for Psychological Science titled Early Predictors
of High School Mathematics Achievement, a study was done to determine how a
students knowledge of the early stages of the mathematics curriculum effected their
achievement in mathematics courses they went through after. The research was
conducted by giving 10-12-year-old students a test called the Calculation Subtest. The
Calculation Subtest contains 28 whole number arithmetic problems, broken down into 8
addition problems, 8 subtraction problems, 7 multiplication problems, and 5 division
problems. They were also given 9 problems dealing with fractions to solve. These same
students were given a test five years later known as the Applied Problems Subtest. The
Applied Problems Subtest includes 60 problems on the subjects of whole number
arithmetic, fractions, algebra, geometry, measurement, and probability. The results
headed that there was a strong correlation between the knowledge of fractions at 10
years old and the overall mathematical achievement in high school, as well as the
knowledge of algebra in high school. Knowledge of division was also a good predictor of
mathematical achievement later (Siegler, 2012, pgs. 691-697).
This study supports the claim of this paper of why students have to learn the
respective math subject they are enrolled in, which is that in order to progress in
mathematical achievement and knowledge, one must learn the mathematical material.
This study also ties into the history teacher we talked about before; because his
foundation in mathematics was not properly established, he has trouble with simple
mathematical tasks in his adult life. He is not the only one though. Often when I tell

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family and friends I intend to be a math teacher, they look appalled. More often than not,
they reply by saying how they are not strong in mathematics. As previously stated, this
is because their foundation of mathematics is weak. Therefore, the reason students
must learn the subject of mathematics they are taking is to build a strong foundation so
they can be successful both in future mathematics classes and in the real life.
So we have determined that students must learn mathematics to build a strong
mathematical foundation, but now we must determine how they are going to learn it. I
believe that, as educators, the way we can get students motivated to learn mathematics
is by creating positive experiences around in the classroom.
An article titled, Math I Am: What we learn from stories that people tell about
math in their lives, explores how families have been effected by mathematics in the
classroom and how mathematics has affected them in their daily lives. The method of
research being used was interviewing families asking how mathematics has affected
them and any stories they may have relating to it.
Unfortunately, when the topic of understanding mathematics is being discussed,
people tend to generalize it into either getting it, or not getting it. For example, one
family that was being interviewed (Lorettas family) used only broad and generalized
terms such as get it/dont get it and like it/dont like it when describing their grasp and
opinion on mathematics (Esmonde, 2011, p. 12). The generalization of mathematics
leaves room for distaste for it, especially when there is a negative generalization being
made. Although you may think that not enrolling in anymore mathematical courses
because you have a negative generalization towards it will not have an effect on you, it
actually inhibits you from establishing a strong mathematical foundation.

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While opinions towards mathematics are typically generalized, there also can be
stories or experiences students both past and present have that are very specific.
These experiences tend to involve a specific event and usually focus on the teacher.
For example, Victoria remembered a specific time when she was a student and her
teacher whacked her on the hand when she gave an incorrect answer. Victorias teacher
created a negative experience and association towards math, and for this has turned
Victoria away from mathematics. However, Victorias daughter, Madison, has a very
positive experience with school mathematics, as she is proud of her ability to divide
numbers the fastest in her class. These stories particularly struck me as relevant to the
claims of this paper (why and how should we learn mathematics) because they show
that when there is a positive experience being generated around mathematics, students
are more motivated to learn; when the students are motivated to learn mathematics,
they develop a strong mathematical foundation in Madisons case. And vice-versa in
Victorias case.
After understanding the importance of generating positive experiences around
mathematics in the classroom, as math educators we have to understand the dangers
of generating negative experiences around mathematics in our classrooms. We also
have to be aware of how to prevent them. While yes, some ways to prevent negative
experiences around mathematics in the classroom involve bringing a positive attitude
and being kind and respectful to your students, there still is one problem occurring
amongst students in math classes; math anxiety.
Math anxiety is described as feeling tension or fear towards mathematics
subjects (Ashcraft, 2002, p. 181). Math anxiety is such a major problem because it

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makes students less likely to be engaged in class. Math anxiety can of course lead to a
decrease in math competency. Ashcrafts study showed that as levels of math anxiety
increase, the ability to solve arithmetic problems with larger number decreases. The
accuracy of the solution decreases as well. The study also showed that those with high
math anxiety levels tend to not be able to solve true or false equation as accurately as
those with lower levels of math anxiety (for example: 10+27=49, true or false).
The Relationships Between Working Memory, Math Anxiety, and Performance,
is an article that researches the possible cognitive consequences and correlates of
math anxiety. The investigation took a group of 66 students that had to take a test in
working memory capacity and math anxiety. The results yielded that individuals with
high math anxiety enroll in fewer math courses and receive lower grades in the math
courses they do take (Ashcraft, 2001, p. 227). This relates back to the main ideas of this
paper because it shows that students with a negative attitude towards mathematics
yields in a decrease in motivation to learn, and therefore, leads to a poor foundation of
mathematical knowledge.
Math anxiety is such a problem because students have a negative attitude
towards mathematics. As we talked about before, when students have a negative
attitude towards mathematics, they tend not to engage in the classroom, which in turn
prevents them from developing a strong mathematical foundation in that respective
subject. Not only do students with math anxiety performance poorly in their mathematics
classes, but they also struggle with every day mathematical tasks.
The way teachers can battle math anxiety is by generating positive experiences
in the classroom. Once they generate these positive experiences, students will be more

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engaged as learners. When students are learning mathematics, they create a

foundation of mathematical knowledge, which in turn helps them with everyday
mathematical tasks.
Therefore, the reason math is worth learning is to create a foundation for
mathematical knowledge, which will help both in future math courses and in your
everyday life.

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Works Cited
Ashcraft, M. (2001). The Relationships Among Working Memory, Math Anxiety, and
Performance. American Psychology Association
Ashcraft, M. (2002). Math Anxiety: Personal, Educational, and Cognitive
Consequences. American Psychology Association.
Esmonde, I. (2011). Math I Am: What we learn from stories that people tell about math
in their lives. New York: Springer.
Siegler, R. (2012). Early Predictors of High School Mathematics Achievement.
Association for Psychological Science.