Marshall, E.M., Staddon, R.V. orcid.org/0000-0001-8384-2331, Wilson, D.A. et al. (1 more author) (2017) Addressing maths anxiety within the curriculum. MSOR Connections, 15 (3). pp. 28-35. ISSN 1473-4869
Abstract
Maths anxiety is a situation-specific anxiety condition which is particularly prevalent in mature students. Previous negative learning experiences with maths condition the brain into maths avoidance behaviours which impacts on students choices, their self-efficacy, and their curriculum progression. Otherwise-capable students find themselves unable to study effectively and put-off studying until the last minute. This paper discusses some of the strategies implemented as part of an ongoing collaborative project between the Department for Lifelong Learning (DLL), the Mathematics and Statistics Help centre (MASH), and the Specialist Learning Difference (SpLD) service at the University of Sheffield, the aim of which is to reduce anxiety and engage students to the learning of university mathematics.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2017 The Authors. |
Keywords: | maths anxiety; embedding; formative tests; flipped learning |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 15 Apr 2020 10:38 |
Last Modified: | 15 Apr 2020 10:38 |
Status: | Published |
Publisher: | Educational Development Unit, University of Greenwich |
Refereed: | Yes |
Identification Number: | 10.21100/msor.v15i3.555 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:159401 |