Reframing Anxiety and Uncertainty in the Mathematics Classroom

Autor/inn/en	Buckley, Sarah; Sullivan, Peter
Titel	Reframing Anxiety and Uncertainty in the Mathematics Classroom
Quelle	In: Mathematics Education Research Journal, 35 (2023), S.157-170 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buckley, Sarah) ORCID (Sullivan, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00393-8
Schlagwörter	Mathematics Anxiety; Emotional Response; Self Control; Teaching Methods; Assignments; Individualized Instruction; Discussion (Teaching Technique); Barriers; Affective Behavior + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Selbstbeherrschung; Teaching method; Lehrmethode; Unterrichtsmethode; Assignment; Auftrag; Zuweisung; Individualisierender Unterricht; Affective disturbance; Active behaviour; Affektive Störung
Abstract	In this article, educational and psychological perspectives are used to examine how anxiety and uncertainty in the mathematics classroom can be reframed to benefit mathematical teaching and learning. Links between anxiety and uncertainty are discussed and from this discussion, two methods are proposed for reducing the negative impact of mathematics anxiety on learning. Firstly, it is argued that initiatives designed to teach students to use emotion regulation skills can help to reframe anxiety and improve students' ability to regulate negative emotion. In particular, the skill of reappraisal is discussed. Secondly, it is proposed that pedagogical approaches that encourage students to embrace challenge will help to normalise uncertainty in classrooms and promote more positive affect and engagement with mathematics. These approaches include choosing suitable tasks, differentiating those tasks, orchestrating classroom discussions that include all students and consolidating the learning with further tasks suitably varied. Rather than teachers seeking to remove anxiety, students can be encouraged to manage their anxiety in order to promote more positive mathematical learning and to develop mathematical resilience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01