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

Johnston-Wilder, Sue and Lee, Clare (2019). How can we address mathematics anxiety more effectively as a community? In: 15th International Conference of The Mathematics Education for the Future Project Theory and Practice (Rogerson, Alan ed.).

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Abstract

Mathematics anxiety has been discussed for over 60 years. The majority of those suffering, unnecessarily, belong to an identifiable subgroup; often identified as ‘female’, 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 change in thinking from 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 mathematical anxiety.

Item Type: Conference or Workshop Item
Extra Information: Originally presented at the 15th International Conference of The Mathematics Education for the Future Project Theory and Practice: An Interface or A Great Divide?, Maynooth University, Kildare, Ireland, 04-09 Aug 2019.
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Mathematics and Statistics
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
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Item ID: 59217
Depositing User: Clare Lee
Date Deposited: 26 Feb 2019 11:07
Last Modified: 06 Sep 2019 17:43
URI: http://oro.open.ac.uk/id/eprint/59217
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