My Math Story Journal Page

Understanding My Math Feelings

Think about a time you felt nervous or anxious about a math problem, a test, or even just math class itself. It happens to a lot of people! It's okay to feel this way.

Prompt 1: My Math Anxiety Symptoms

What are at least three physical or emotional symptoms you noticed in yourself when you felt anxious about math? (Examples: racing heart, sweaty palms, stomach ache, worry, frustration, wanting to avoid math.)

Prompt 2: Reflect and Connect

Reflect on a specific time you felt anxious about math. Describe the situation. What physical and emotional symptoms did you notice in yourself? How did these feelings impact your ability to engage with the math task (e.g., did it make it harder to think, did you want to give up)?

Prompt 3: Looking Ahead

Now that you know more about math anxiety and its symptoms, what's one thing you can do or think about next time you start to feel those familiar feelings during a math task?

Math Anxiety Symptoms Checklist

Instructions: Read through the list of symptoms below. Circle any physical or emotional symptoms you have personally experienced when you felt nervous or anxious about math. If you've felt something not on the list, write it in the "Other Symptoms" section.

Physical Symptoms

• Racing heartbeat
• Sweaty palms
• Stomach ache or butterflies
• Shaking or trembling
• Headache
• Muscle tension (e.g., tight shoulders, clenched jaw)
• Feeling hot or flushed
• Difficulty breathing (shortness of breath)
• Lightheadedness or dizziness

Emotional Symptoms

• Worry or fear
• Frustration or irritability
• Feeling helpless or overwhelmed
• Wanting to avoid math (class, homework, tests)
• Self-doubt (thinking "I can't do this")
• Difficulty concentrating
• Feeling "blank" or mind going numb
• Feeling irritable or easily annoyed
• Feeling sad or discouraged

Other Symptoms (write your own here if you have any!)

Gallery Walk Activity Cards

Instructions for Teachers:

1. Print multiple copies of this page and cut them into individual cards.
2. Distribute one card to each student after they have completed their Anxiety Symptoms Checklist.
3. Instruct students to anonymously write down one or two physical or emotional symptoms they identified on their checklist onto their card.
4. Collect the cards and tape them up around the classroom walls or on designated display areas.
5. Allow students to walk around and observe the cards, noting the variety and commonality of symptoms.

Gallery Walk Card 1

My Math Anxiety Symptom(s):

Gallery Walk Card 2

My Math Anxiety Symptom(s):

Gallery Walk Card 3

My Math Anxiety Symptom(s):

Gallery Walk Card 4

My Math Anxiety Symptom(s):

What's the Deal with Math Sweats? - Teacher Script

Hook: Normalizing Anxiety (10 minutes)

(Teacher says): "Good morning/afternoon, everyone! I want to start today by asking a quick question: How many of you, at some point, have felt a little nervous, worried, or even had a funny feeling in your stomach when you knew you were about to do math, take a math test, or tackle a really tough math problem? Just a show of hands, no need to say anything. It's totally okay to raise your hand."

(Pause for students to raise hands. Acknowledge the commonality with a nod or brief statement like, 'Looks like a lot of us have been there!').

(Teacher says): "What you're experiencing, or what many of you have experienced, has a name: math anxiety. And here's the deal – it's incredibly common! It doesn't mean you're not smart, and it certainly doesn't mean you're 'bad' at math. Today, we're going to talk about what math anxiety is, what it feels like in our bodies and minds, and why it's so important to understand it. Our goal is for each of you to be able to identify at least three ways your body or emotions react when you feel anxious about math. Let's make sure we're creating a space where everyone feels comfortable sharing or just listening. There are no 'wrong' feelings when it comes to math."

(Transition to the Slide Deck - Slide 1: 'Math Jitters?')

Direct Instruction: What is Math Anxiety? (10 minutes)

(Teacher says): "So, let's dive a bit deeper. What exactly is math anxiety? Look at our slide."

(Show Slide Deck - Slide 2: 'What is Math Anxiety?')

(Teacher says): "Math anxiety is that feeling of tension, apprehension, or fear that can get in the way when we're trying to work with numbers or solve math problems. It's a bit like stage fright, but for math! It's not about how good you are at math; it's about how you feel when you're doing math. Today, we'll focus on the physical symptoms—what your body does—and the emotional symptoms—what you feel inside. We'll also touch on self-awareness, which means knowing yourself, and normalization, which means understanding that these feelings are normal and many people experience them. Recognizing these symptoms is the very first step to managing them. It's about empowering yourselves to feel more comfortable and confident with math."

(Show Slide Deck - Slide 3: 'Physical Symptoms')

(Teacher says): "Let's think about the physical side first. When you feel nervous about math, what does your body do? Some people might notice their heart beating faster, or their palms getting sweaty. Maybe your stomach gets butterflies, or you feel a little shaky. Some might even get a headache or feel their muscles tense up. Has anyone experienced any of these? It's your body's 'fight or flight' response kicking in, even though there's no real danger."

(Show Slide Deck - Slide 4: 'Emotional Symptoms')

(Teacher says): "Now, what about our feelings? Emotionally, math anxiety can bring on worry, fear, or frustration. You might feel overwhelmed, or think 'I can't do this,' even before you try. Sometimes, it makes you want to avoid math altogether. These feelings are powerful, and they can make it really hard to focus on the math task itself."

(Show Slide Deck - Slide 5: 'Why Recognize Symptoms?')

(Teacher says): "Why is recognizing these symptoms so important? Because self-awareness is power! When you know how math anxiety shows up for you, you can start to address it. It also helps us realize that these feelings are normal, and many of our classmates might feel the same way. It's the first step to taking action and developing strategies to feel better about math."

Activity: Personal Symptom Mapping (15 minutes)

(Teacher says): "Alright, now it's your turn to explore your own experiences. I'm going to hand out an Anxiety Symptoms Checklist."

(Distribute the Anxiety Symptoms Checklist to each student.)

(Teacher says): "Please take a few minutes to privately review this checklist. Circle any physical or emotional symptoms you have personally experienced when you felt anxious about math. Don't worry if you haven't felt many, or if you've felt a lot. Just mark what's true for you. There's also a space at the bottom to add any other symptoms you've noticed that aren't on the list."

(Allow 5-7 minutes for students to complete the checklist privately.)

(Teacher says): "Now, using your checklist as a guide, I want you to open your My Math Story Journal Page to the first prompt. Your task is to brainstorm and record at least three personal physical or emotional symptoms that you've experienced. Don't just copy; think about what really resonates with your own feelings."

(Allow 7-8 minutes for students to record their symptoms in their journals.)

Group Discussion: Shared Experiences (Gallery Walk) (5 minutes)

(Teacher says): "Great work everyone. Now, we're going to do something a little different to see how common these feelings are. I'm going to give each of you a small Gallery Walk Activity Card. On this card, I want you to anonymously write down just one or two of the symptoms you circled on your checklist – either physical or emotional. Don't put your name on it. Just the symptom(s)."

(Distribute Gallery Walk Activity Cards. Allow 1-2 minutes for students to write.)

(Teacher says): "Once you've written your symptom(s), I'll ask you to quietly come up and tape your card somewhere around the room. Then, when I say 'go,' you'll take a 'gallery walk' around the classroom. Look at all the different symptoms your classmates have shared. What do you notice? Are there some that appear often? Are there some that surprise you? This is a chance to see that these feelings are truly shared."

(Guide students to place cards and begin the gallery walk. Play some quiet, calming music if appropriate. Allow 2-3 minutes for the walk.)

(Teacher says): "Alright, everyone, let's come back to our seats. What did you observe during our gallery walk? (Pause for a few responses). Did anyone notice how many different symptoms there were? Or how common some symptoms seemed to be? This activity shows us that these feelings are normal, and we're definitely not alone in experiencing them."

Reflection: Journal Prompt (Cool Down) (5 minutes)

(Teacher says): "To wrap up our lesson today, I want you to turn back to your My Math Story Journal Page. We're going to use this as our 'cool down' activity for today. Please take the remaining time to respond to the prompt on your journal page: 'Reflect on a time you felt anxious about math. What physical and emotional symptoms did you notice in yourself? How did these feelings impact your ability to engage with the math task?' This is your private reflection, but if you feel comfortable sharing, I'll open it up at the very end. This reflection helps us process what we've learned and how it applies to our own experiences."

(Allow 5 minutes for students to write in their journals. Circulate and provide support as needed. If time permits, offer a brief opportunity for students to share voluntarily.)

(Teacher says): "Thank you all for your engagement today. Remember, understanding your feelings about math is a big step towards becoming a more confident learner. We'll continue to explore strategies for managing math anxiety in future lessons."

Cool Down: Reflecting on Math Feelings

To wrap up our lesson, please complete the reflection prompts in your My Math Story Journal Page.

Focus on these questions:

• Reflect on a time you felt anxious about math. What physical and emotional symptoms did you notice in yourself? How did these feelings impact your ability to engage with the math task?
• Now that you know more about math anxiety and its symptoms, what's one thing you can do or think about next time you start to feel those familiar feelings during a math task?

This is a private reflection to help you process what we discussed today. You can share if you feel comfortable, but there is no obligation.