Overcoming the "Run" Response

Autor/in	Swanson, Patricia E.
Titel	Overcoming the "Run" Response
Quelle	In: Mathematics Teaching in the Middle School, 19 (2013) 2, S.94-99 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Mathematics Anxiety; Teaching Methods; Emotional Response; Teacher Attitudes; Student Attitudes; Coping; Mathematics Skills; Middle School Students; Middle School Teachers; Problem Solving; Self Concept; Skill Development; Preservice Teachers; Social Development; Emotional Development; Early Adolescents; Mathematical Concepts; Cognitive Processes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Emotionales Verhalten; Lehrerverhalten; Schülerverhalten; Bewältigung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Problemlösen; Selbstkonzept; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Gefühlsbildung; Cognitive process; Kognitiver Prozess
Abstract	Recent research suggests that it is not simply experiencing anxiety that affects mathematics performance but also how one responds to and regulates that anxiety (Lyons and Beilock 2011). Most people have faced mathematics problems that have triggered their "run response." The issue is not whether one wants to run, but rather "how" one ultimately turns around and re-engages with the problem. This article examines both teachers' and students' emotional reactions to challenging mathematics problems and, more important, the strategies they use to cope with anxiety and to re-engage and grapple with these problems. These coping skills are embedded components of the first essential Standard for Mathematical Practice identified in the Common Core State Standards for Mathematics: "Make sense of problems and persevere in solving them" (CCSSI 2010, p. 6). Self-awareness and regulation are essential, and often ignored, components of mathematical problem solving. This article examines how these skills can be modeled, taught, and learned. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10