Reducing student frustration through math instruction

Abstract

Frustration in the classroom during math instruction can result over time in the onset of math anxiety. This professional research study looked at instructional practices that can reduce student frustration within a general fourth grade classroom. By observing student response to instructional practices and reflect on changes that can be made to reduce frustration, effective strategies aligned with research can be used to teach math and reduce student frustration. Group activities, collaboration, valuing mistakes, offering support, and providing adequate time to work through solutions can help students build their math skills and reduce frustration.