Case Study

| Published: January 27, 2017

Management of Mathematics Anxiety through Behaviour Modification, Super brain Yoga and JPMR in Ninth Standard Student

Dr. Rajesh Ganesan

Assistant Professor, Department of Psychology, Tripura Central University, Tripura, India Google Scholar More about the auther

, Pankaj Singh

Assistant Professor of Psychology, Lovely Professional University, Phagwara, Punjab, India Google Scholar More about the auther

DIP: 18.01.004/20170402

DOI: 10.25215/0402.004


Mathematics Anxiety is an irrational fear of Mathematics. Mathematics Anxiety is defined as “the presence of a syndrome of emotional reactions to arithmetic and mathematics” (Dreger & Aiken, 1957, p.344). It creates a feeling of tension, apprehension, or fear that interferes with performance in Mathematics and also results in ‘Mathematics-Avoidance’. Further, ‘Mathematics-Avoidance’ leads to less competency, exposure and practice of Mathematics, leaving students more anxious and mathematically, unprepared to achieve. Math anxiety is a learned response that inhibits cognitive performance in the math classroom. It is widespread among students from elementary age through college. Students suffering from math anxiety have difficulty performing calculations and maintaining a positive outlook on mathematics. Math anxiety is the result of a cycle of math avoidance that begins with negative experiences regarding mathematics. These students avoid Mathematic courses and tend to feel negative towards Mathematics and this also affects student’s overall confidence level. However, Behaviour Modification techniques have proven instruments that can reduce various types of anxieties and Super Brain Yoga for improving integration of the brain. This is a case study of a student of IX standard, Kendriya Vidalaya, Who was referred by his Mathematics teacher and parent complaining that the student becomes anxious whenever he encounters Mathematic problems. After taking Math autobiography it was revealed that the anxiety began due to harsh handling by father while teaching Mathematics. Students score in recent Mathematic exam was noted very low i.e 12/40. His Mathematics Anxiety was assessed by using Suri, Monroe and Koc’s (2012) short Mathematics Anxiety Rating Scale. Student’s hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). This student was treated with Behaviour Modification techniques and Super Brain Yoga for six weeks.
Interventions used are:
(i) Reduction of Rate of Breathing (Ganesan, 2012).
(ii) Jacobson Progressive Muscle Relaxation (Jacobson, 1938)
(iii) Laughter Technique (Ganesan, 2008b).
(iv) Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008a).
(v) Super Brain Yoga (Sui, 2005).
The anxiety level and performance in Mathematics exam was reassessed after six weeks. Results showed that Mathematics Anxiety was significantly reduced (60 to 20, 40%) and he performed better in the Mathematics exam (12/40 to 24/40, 30%). After reassessing student on Human Information Processing Survey by Taggart and Torrance (1984), it was found that student’s dominant information processing mode was ‘Integrated’ and this shows that Behaviour Modification techniques and Super Brain Yoga are efficient in treating Mathematics Anxiety.

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ISSN 2348-5396

ISSN 2349-3429



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Published in   Volume 04, Issue 2, January-March, 2017