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Teaching Math, Teaching Anxiety
In a new study about the way kids learn math in elementary school, the psychologists at the
University of Chicagol1 Sian Beilock and Susan Levine found a surprising relationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math.
"If these girls keep getting math-anxious female teachers2 in later grades, it may create a snowball effect on their math achievement3 said Levine. In other words,girls may end up learning math anxiety from their teachers4. The study suggests that if these girls grow up believing that boys are better at math than girls are,then these girls may not do as well as they would have if
they were more confident.
Just as students find certain subjects to be difficult, teachers can find certain subjects to be
difficult to learn -- and teach. The subject of math can be particularly difficult for everyone.
Researchers use the word "anxiety" to describe such feelings: anxiety is uneasiness or worry.
The new study found that when a teacher has anxiety about math, that feeling can influence
how her female students feel about math. The study involved 65 girls,52 boys and 17 first- and
second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers:To find out which teachers were anxious about math,the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt5. A teacher who got nervous looking at the numbers on a sales receipt, for example,was probably anxious about math.
Boys,on average,were unaffected by a teacher's anxiety. On average,girls with math-anxious
teachers scored lower on the end-of-the-year math tests than other girls in the study ,on the test showing whether someone thought a math superstar had to be a boy,20 girls showed feeling that boys would be better at math -- and all of these girls had been taught by female teachers who had math anxiety.
"This is an interesting study,but the results need to be interpreted as preliminary and in need
of replication with a larger sample6," said David Geary,a psychologist at the University of Missouri7 in Columbia.
詞彙：
snowball /'snub:l/雪球;滾雪球式增長的事 replication/repli'kein/ n .重複，復現
superstar/'sju:psta:/ n.超級明星
練習：
1. University of Chicago：芝加哥大學。位於美國伊利諾伊州芝加哥市，是世界一流的私立大學，創建於1891 年。
2. keep getting math-anxious female teachers：一直由對數學有焦慮感的女教師教授數學。此處getting是having的意思，math-anxious指的是上文中提到的對數學沒有自信的心理狀態。另見第三段最後一句對anxiety的解釋。
3. snowball effect on their math achievement：在數學成就上的雪球效應。其含義是：在數學上越來越沒有信心。
4. end up learning math anxiety from their teachers：最後從老師那裡獲得的是對數學的焦慮。End up doing something：最終會做某事
5. sales receipt：銷售清單
6. in need of replication with a larger sample：需要用更大的調查樣本進行重複驗證。replication
在量化實證研究中的意思是“重複(實驗)”。
7. the University of Missouri：密蘇里大學。位於密蘇里州，是美國一所公立研究型大學，創建於1839年。
練習：
1. What is the result of the research at the University of Chicago,according to the first paragraph?
A Girls comfortable with their own math skills are better than boys at math.
B Girls uncomfortable with their own math skills are not as good as boys at math.
C Female teachers' math skills have influence over girl students' math skills.
D Female teachers' confidence in their math skills is related to girl's math skills.
2. What is implied in the third paragraph?
A Math teachers,like math learners,do not like the subject due to its difficulty.
B A difficult subject like math may affect teachers' confidence in teaching the subject.
C Teachers are more anxious teaching math than their students learning math.
D Math is so difficult that no teachers like to teach it.
3. According to the experiment,those teachers were probably anxious about math when they felt
A nervous memorizing the numbers of a sales receipt.
B helpless saving the numbers of a sales receipt.
C uneasy reading the numbers of a sales receipt.
D hopeless filling in the numbers of a sales report.
4. The sixth paragraph tells us that the research findings
A prove a strong link between female teachers' math anxiety and their female students' math
achievements.
B show that male students are less likely to be affected by their math anxiety than female
students.
C provide strong evidence that math superstars are more likely to be males than females.
D discover a strong link between teachers' math anxiety and their students' math achievements.
5. David Geary thinks that
A the study is interesting but it is based on unreliable research process.
B the research results need to be retested based on a larger sample.
C the research results need to be reinterpreted to be meaningful.
D the study is well based and produces significant results.
答案與題解：
1.D 該段告訴我們女教師的想法(what female teachers think)和女學生的學習(what female
students learn)之間有很大的關聯度，也就是說，女教師如果對自己的數學技能沒有自信，她的女學生很可能相信男孩子會在數學方面超過女孩子。
2.B 第三段的大意是，數學對任何人來說都可能有難度(The subject of math can be particularly difficult for everyone)，如同學生，教師也會覺得數學難學和難教，這就是研究者所言的焦慮。所以，可以推斷，作者是要告訴我們，教師會因為數學這門學科的'難度而對教授該課程不自信。其他選項都不是該段所要表達的內容。
3.C 第五段第三句“To find out which teachers were anxious about math, the researchers asked
the teachers how they felt at times when they came across math,such as when reading a sales
receipt”指出了答案。memorizing the numbers;意為“記住數字”;saving the numbers意為“儲存數字”;filling in the numbers意為“陸續編入數字”，而且文中沒有提到a sales report;它們均不是答案。
4.A 短文的第六段是對前一段所述調查資料結果的討論，即，男學生較少受對數學有焦慮感的教師影響，而那些數學成績較低的女生都有對數學有焦慮感的教師(girls with math-anxious
teachers scored lower on the end-of-the-year math tests)，而且，所有認為男生數學肯定比女生強的女生，其數學教師都是有數學焦慮感的女教師(all of these girls had been taught by female teachers who had math anxiety. )。D所以不是正確的選擇，因為只提到teachers 和students,而不是female teachers 和female students。
5.B 根據David Geary的說法，實驗結果還是初步的(preliminary)，需要更大的樣本對其進行重複驗證(in need of replication with a larger sample)。他沒有認為該實驗的過程不可靠，所以A不是正確選項;他認為實驗樣本不夠大，所以D也不是正確選項。
