How can we address mathematics anxiety more effectively as a community?

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Abstract

Mathematics anxiety has been discussed for over 60 years. The majority of those suffering belong to an identifiable subgroup, often identified as ‘female’, or learners with a ‘feeling’ rather than a ‘thinking’ preference, or empathisers. These learners prefer to understand the value, meaning, purpose and narrative of the mathematical tools they are required to learn. Ten years ago, we planted a seed for a change in practices that engender anxiety to those that build a positive stance. This seed has grown into a group of teacher and research practitioners working to overcome mathematics anxiety and build mathematical resilience. The paper discusses what is known, by these researchers and teachers, and how to develop innovative communication in order to work internationally toward elimination of the acquired, disabling condition of mathematics anxiety.

Item Type: Conference Item (Paper)
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
Q Science > QA Mathematics
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): Math anxiety, Mathematics -- Study and teaching, Educational change
Official Date: 1 May 2019
Dates:
Date
Event
1 May 2019
Accepted
Status: Peer Reviewed
Publication Status: Submitted
Access rights to Published version: Restricted or Subscription Access
Date of first compliant deposit: 11 December 2019
Date of first compliant Open Access: 11 December 2019
Conference Paper Type: Paper
Title of Event: 15th International Conference of The Mathematics Education for the Future Project Theory and Practice: An Interface or A Great Divide?,
Type of Event: Conference
Location of Event: Maynooth, Ireland
Date(s) of Event: 4-9 Aug 2019
Related URLs:
URI: https://wrap.warwick.ac.uk/130705/

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