Johnston-Wilder, Sue, Pardoe, Steve, Almehrz, Hani, Evans, Bernadette, Marsh, Jane and Richards, Sarah (2016) Developing teaching for mathematical resilience in further education. In: 9th International Conference of Education, Research and Innovation, ICERI2016, Seville (SPAIN), 14-16 of Nov 2016. Published in: ICERI2016 Proceedings pp. 3019-3028. ISBN 9788461758951. ISSN 2340-1095.

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Abstract

The construct ‘Mathematical Resilience’ [1] has been developed to describe a positive stance towards mathematics; resilient learners develop approaches to mathematical learning which help them to overcome the affective barriers and setbacks that can be part of learning mathematics for many people. A resilient stance towards mathematics can be engineered by a strategic and explicit focus on the culture of learning mathematics within both formal and informal learning environments. As part of that engineering, we have developed the notion of ‘Teaching for Mathematical Resilience’. The work described here is focused on developing teachers who know how explicitly to develop resilient learners of mathematics.
Teachers for Mathematical Resilience develop a group culture of ‘can do’ mathematics which works to counter the prevalent culture of mathematics helplessness and mathematics anxiety in the general population when faced with mathematical ideas.
This paper discusses the changes in awareness brought about by a one-day course designed to develop ‘teaching for mathematical resilience’. The course presentations ran between November 2015 and July 2016 and recruited participants who work as teachers of numeracy or mathematics in Further Education (FE) institutions in England – predominantly in the Midlands. Many of these teachers were being required to teach beyond their own level of mathematical confidence.
The data shows that it is possible within a one day course to increase teachers’ awareness of negative past experiences as a possible cause of difficulty with mathematics; teachers become aware of how patterns of behaviour such as avoidance and disruption may have developed as safe-preservation habits and how mathematics anxiety can be transmitted from teacher to student in a vicious cycle. Teachers are supported to work through personal anxieties towards mathematics in a safe and collaborative environment and to develop elements of personal mathematical resilience and awareness of the affective domain. Thus we have sought to break the cycle of mathematics anxiety by educating teacher awareness. However, we have also found that many UK FE teachers request and would likely benefit from further courses.

Item Type:	Conference Item (Paper)
Subjects:	L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education Q Science > QA Mathematics
Divisions:	Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH):	Adult education -- Mathematics -- Study and teaching, Math anxiety
Journal or Publication Title:	ICERI2016 Proceedings
Publisher:	IATED Academy
ISBN:	9788461758951
ISSN:	2340-1095
Official Date:	2016
Dates:	Date Event 2016 Published 10 October 2016 Accepted
Page Range:	pp. 3019-3028
Status:	Not Peer Reviewed
Publication Status:	Published
Conference Paper Type:	Paper
Title of Event:	9th International Conference of Education, Research and Innovation, ICERI2016
Type of Event:	Conference
Location of Event:	Seville (SPAIN)
Date(s) of Event:	14-16 of Nov 2016
Related URLs:	Other

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