Literaturnachweis - Detailanzeige
| Autor/in | Anson, Kelli |
|---|---|
| Titel | Recognising Mathematics Anxiety to Reduce Disengagement in Mathematics Classrooms |
| Quelle | In: Australian Mathematics Education Journal, 3 (2021) 2, S.12-16 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2652-0176 |
| Schlagwörter | Mathematics Anxiety; Grade 8; Middle School Students; Learner Engagement; Self Concept; Negative Attitudes; Cognitive Processes; Neurology; Brain Hemisphere Functions |
| Abstract | This article is a reflection on my learning journey through the literature to address mathematics anxiety in my year eight class. I wanted to engage all students in mathematics so that in the future they could participate as successful citizens in our ever-evolving digital society. The mathematics anxiety cycle results in classroom disengagement and long-term avoidance of mathematics and STEM related subjects and careers. Mathematics anxiety related disengagement contributes to negative self-perceptions, reduced cognitive processes and painful neurological responses. These factors can form a negative feedback loop, trapping students in the Mathematics Anxiety Cycle. Through my research, I have developed a stronger understanding of the complex nature of mathematics anxiety. (As Provided). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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