Globally,？cases of depression and anxiety have been on the increase among the adolescents. Depression and anxiety interfere significantly on students’ academic achievement in schools at all levels. It is more intensed on mathematics learning, reason being that Mathematics as a school subject involves critical thinking, which essentially has to do with the mind-(cognition). It is suffice to say that timely applications of cognitive therapy interventions as preventive measures could ameliorate the incessant of occurrence of depression and mathematics anxiety among students. Therefore, this paper focuses on applying cognitive therapy for depression and anxiety towards enhancing students’ sustainable performance in the subject. The paper examines mathematics anxiety, depression, common causes of depression, types of depression, cognitive therapy, basis of cognitive therapy, classroom interventions and treatment techniques, school curriculum configuration repackaging among others. The paper observes that immediate and appropriate classroom interventions would go a long way to restore affected students before it degenerates to complex condition. In this paper, it is noted that chronic depression and mathematics anxiety could significantly impair students’ optimal learning. It is therefore recommended that mathematics teachers should be equipped with appropriate classroom interventions, treatment and techniques that could be employed via cognitive therapy to alleviate or minimize the effect of depression and mathematics anxiety among students for sustainable performance.
References
[1]
Anderson, V. (2007). An Online Survey to Assess Student Anxiety and Attitude Response to Six Different Mathematical Problems. In J. Watson, & K. Bcswiek (Eds.), Proceeding of the 30th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 93-102). Adelaide: Merga.
[2]
Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science, 11, 181-185.
https://doi.org/10.1111/1467-8721.00196
[3]
Bazargan, M., & Amiri, M. (2018). The Effectiveness of Modular Cognitive Behavioural Therapy on Mathematical Anxiety and Assertiveness in Students. Mashhad: Psychiatry and Behavioural Sciences Research Center, Ibn-Sina Hospital. http://jfmh.mums.ac.ir
[4]
Beck, A. T. (2014). Advances in Cognitive Therapy and Therapy Review in Clinical Psychology.
[5]
Beck, A. T., & Bredemier, K. (2016). A Unified Model of Depression: Integrating Clinical Cognitive, Biological, and Evolutionary Perspectives. Clinical Psychological Science, 4, 596-619. https://doi.org/10.1177/2167702616628523
[6]
Beck, A. T., Davis, D. D., & Freeman, A. (2015). Cognitive Therapy of Personality Disorders. Now York: Guilford Publications.
[7]
Beilock, S. L., & Maloney, E. A. (2015). Math Anxiety: A Factor in Math Achievement Not to Be Ignored. Policy Insights from the Behavioral and Brain Sciences, 2, 4-12.
https://doi.org/10.1177/2372732215601438
[8]
Bicer, A., Lee, Y., C’apraro, R. M., Capraro, M. M., Rarroso, L. R., Bevan, D., & Vela, K. (2018). Cracking the Code: The Effects of Using Microcontrollers to Code on Students’ Interest in Computer and Electrical Engineering. 2018 IEEE Frontiers in Education Conference, San Jose, 3-6 October 2018, 1-7. https://doi.org/10.1109/FIE.2018.8658617
[9]
Bicer, A., Perihan, C., & Lee, Y. J. (2020). A Meta-Analysis: The Effects of CBT as a Clinic- & School-Based Treatment on Students’ Mathematics Anxiety. International Electronic Journal of Mathematics Education, 15, em0576.
https://doi.org/10.29333/iejme/7598
[10]
Brody, A. L., Saxena, S., Silverman, D. H. S., Alborazian, S., Fairbanks, L. A., Phelps, M. E. et al. (1999). Brain Metabolic Changes in Major Depressive Disorder from Pre-to-Post Treatment with Paroxetine. Psychiatry Research: Neuroimaging, 91, 127-133.
https://doi.org/10.1016/S0925-4927(99)00034-7
[11]
Clark, D. A., & Beck, A. T. (2011). Cognitive Therapy of Anxiety Disorders: Science and Practice. New York: The Guilford Press.
[12]
Erden, M., & Akgul, S. (2010). Predictive Power of Mathematics Anxiety and Perceived Social Support from Teacher for Primary Students’ Mathematics Achievement. Journal of Theory and Practice in Education, 6, 3-16.
[13]
Fennema, E., & Sherman, A. (1976). Fennema & Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males. Journal for Research in Mathematics Education, 7, 321-326.
https://doi.org/10.2307/748467
[14]
Foss, D. H., & Hadfield, O. D. (1993). A Successful Clinic for the Reduction of Mathematics Anxiety among College Students. College Student Journal, 27, 157-165.
[15]
Fotoples, R. M. (2000). In My View: Overcoming Math Anxiety. Kappa Delta pi Record, 36, 149-151. https://doi.org/10.1080/00228958.2000.10518774
[16]
Furner, J. M., & Duffy, N. L. (2002). Equity for All Students in the New Millennium Disabling Math Anxiety. Intervention in School and Clinic, 38, 67-74.
[17]
Greenberger, D., & Padesku, C. (1995). Mind over Mood: A Cognitive Therapy Treatment Manual for Clients. New York: Guilford Press.
[18]
Hembree, R. (1990). The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education, 21, 33-46.
https://doi.org/10.5951/jresematheduc.21.1.0033
[19]
Hope, D. A., Burns, J. A., Hayes, S. A., Herbert, J. D., & Warner, M. D. (2010). Automatic Thoughts and Cognitive Restructuring in Cognitive Behaviour Group Therapy for Social Anxiety Disorder. Cognitive Therapy Research, 34, 1-12.
https://doi.org/10.1007/s10608-007-9147-9
[20]
Judith, S., & Beck, A. T. (2009). Cognitive Therapy. Basics and Beyond. North America Journal of Psychology, 11, No. 1.
[21]
Judith, S., & Beck, A. T. (2014). Questions and Answers about Cognitive Therapy.
https://www.gatewaypsychiatric.com
[22]
Khodaei, S. (2015). Mathematical Anxiety in Students (3rd ed.). Isfahan: Khoein. (Persian)
[23]
Lee, Y., Capraro, R. M., & Bicer, A. (2019). Affective Mathematics Engagement: A Comparison of STEM PBL versus Non-Stem PBL Instruction. Canadian Journal of Science, Mathematics, and Technology Education, 19, 270-289.
https://doi.org/10.1007/s42330-019-00050-0
[24]
Lyons, I. M., & Beilock, S. L. (2010). Mathematics Anxiety: Separating the Math from the Anxiety. The Annual Psychonomic Meeting, St. Louis, 20 October 2011, 2100-2108.
[25]
Ramires, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the Relationship between Math Anxiety and Math Achievement in Early Elementary School: The Role of Problem Solving Strategies. Journal of Experimental Child Physiology, 141, 83-100. https://doi.org/10.1016/j.jecp.2015.07.014
[26]
Souse, D. A. (2008). How the Brain Learns Mathematics. Thousand Oaks, CA: Corwin Press.
[27]
Timothy, J. L. (2020). Everything You Want to Know about Depression. Medical Review Written by Valencia Higuera—Updated on February 11, 2020.
[28]
Uusimaki, L. S., & Kidman, G. C. (2004). Challenging Math Anxiety: An Intervention Model. The 10th International Congress on Mathematical Education (ICME-10), Copenhagen, 4-11 July 2004. https://doi.org/10.11120/msor.2004.04030064
[29]
Vitasari, P., Herawan, T., Wahab, M. N. A., Othman, A., & Sinnadurai, S. K. (2010). Exploring Mathematics Anxiety among Engineering Students. Procedia—Social and Behavioural Science, 8, 482-489. https://doi.org/10.1016/j.sbspro.2010.12.066
[30]
Zakaria, E., Zain, N. M., Ahmad, N. A., & Erlina (2012). Mathematics Anxiety and Achievement among Secondary School Students. American Journal of Applied Science, 9, 1828-1832. https://doi.org/10.3844/ajassp.2012.1828.1832
[31]
Zettle, R. D. (2003). Acceptance and Commitment Therapy (ACT) vs. Systematic Desensitization in Treatment of Mathematics Anxiety. The Psychological Record, 53, 197-215.
https://doi.org/10.1007/BF03395440
