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Clare, Lee
(2024).
DOI: https://doi.org/10.4324/9781003334354-21
Abstract
This chapter will discuss the changes that are needed across the educational system if it is to encourage and allow mathematics teachers to more closely align their teaching with the principles of mathematical resilience. It discusses changes needed in the assessment system and outlines why those changes are needed and what benefits for society might accrue. Attention is then turned to how mathematics teachers are trained and how that might change. We advocate helping every teacher of whatever specialism to understand how they may recognise mathematics anxiety in their pupils and help to mitigate its effects. The practices of setting and streaming are explored and the case is made for abandoning these causes of harm to learners’ wellbeing and to social justice. Changes in how inspectors and others in powerful positions see good mathematics teaching are shown to be necessary along with changes to the way mathematics is presented in the media. The chapter ends with a discussion of changes an individual teacher can make to help their learners develop mathematical resilience.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
