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Sue, Johnston-Wilder and Clare, Lee
(2024).
DOI: https://doi.org/10.4324/9781003334354-23
Abstract
In this chapter, we will call for all involved in helping others learn mathematics to work in ways that develop mathematical resilience not mathematics anxiety. We will look back at the history of calls to work in better ways to help learners of mathematics and to address the anxiety that learning mathematics can cause. The current disagreement about the genesis of mathematics anxiety will be briefly considered, recognising that mathematics anxiety could be generated by poor performance in mathematics, but that poor performance continues because of mathematics anxiety, in a vicious circle. We will then emphasise again the message that it is necessary to consider the feelings, emotions and well-being of learners as they learn mathematics and, unless teachers of mathematics take their role in ensuring the well-being of learners seriously, society will never have the mathematically competent adults it needs. We finish with a summary of what everyone involved can do to further the development of mathematical resilience in all learners.