I absolutely think that we encourage math anxiety (as teachers and parents) when we discuss challenges that we had or tell kids stories of our troubles. I love math, but know that neither of my kids does and wonder if somehow in my zeal to get them excited about math I was guilty of raising their anxiety. Or they just thought I was weird because I told them I loved math!

As the WP author introduces the post, I also can see myself in it.  Last week I was teaching biodiversity, I wanted the students to learn the components of determining an alpha diversity index. The activity starts off strong using 'randomly' assorted and selected M&Ms in the fun size bags and as a class we collect the number of colors in each bag.  The data is then used to calculate alpha diversity index, shannon-weiner; however, my resolve and confidence weakened as I explained the specific formula.  I found myself anxious about teaching it correctly and not wanting to loose the attention of my students because I was talking about mathematical details. Today, we meet as a class again and I will open up discussion about biodiversity to hopefully identify any student anxiety, confusion, or hopefully excitement about the models/math that helps explain ecological concepts.

I love the idea of a growth mindset and reframing something that has always had negative connotations as something that provides an opportunity for growth. This article is not available for me, however, so I cannot read it. 

I agree that we move our math anxiety to our students.  For example, one time in class I put an equation on the board and said everyone relax.  I am sure that did not help my students.  Why should I relax?  I need to do better.