Solving the Math Anxiety Problem before It Starts

Autor/inn/en	Stokes, Patricia D.; Sanfratello, Andrew
Titel	Solving the Math Anxiety Problem before It Starts
Quelle	In: Mathematics Teaching Research Journal, 12 (2020) 3, S.51-75 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Mathematics Anxiety; Early Intervention; Mathematics Skills; Kindergarten; Grade 1; Early Childhood Education; Program Effectiveness; Mathematics Achievement; Elementary School Teachers; Teacher Attitudes; Student Attitudes; Outcomes of Education; New Jersey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Mathmatics sikills; Mathematical ability; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	"Can we do math instead of watching the movie?"--Kindergartener. A student did ask that question. A whole class enthusiastically did math instead of watching the movie (Cardinale, 2019). Where? In a public school in Lodi, New Jersey, where kindergarteners learned how to think like mathematicians: in numbers, symbols, and patterns (DiLeo & Stokes, 2019). The learning was based on an early math intervention using an explicit base-10 count, a single manipulative, and deliberate practice (Stokes, 2014a, 2014b, 2016a), and its expansion from one school (the pilot) to five (the district). The intervention was designed using a problem-solving model of creativity/innovation (Stokes, 2006, 2016b). This paper reports on an equally successful expansion in first grade. It is the first to report success in two ways: acquiring the math and not acquiring the anxiety. Problems with, and implications for, early math curricula are discussed. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01