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Tytuł pozycji:

Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors

Tytuł:
Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors
Autorzy:
Pringle, Njeri M.
Workman, Jamie L.
Arrastia-Chisholm, Meagan C.
Temat:
Mathematics Anxiety
College Mathematics
College Faculty
Mathematics Teachers
Mathematics Instruction
Teaching Methods
Remedial Mathematics
Environmental Influences
Intervention
Język:
English
Źródło:
Georgia Educational Researcher. Win 2022 19(1):1-21.
Dostępność:
Georgia Educational Research Association. Available from: Digital Commons. Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: ; e-mail: ; Web site: https://digitalcommons.georgiasouthern.edu/gerjournal/
Recenzowane naukowo:
Y
Page Count:
23
Data publikacji:
2022
Typ dokumentu:
Journal Articles
Reports - Research
Tests/Questionnaires
Education Level:
Higher Education
Postsecondary Education
ISSN:
2471-0059
Abstractor:
As Provided
Data wpisu:
2022
Numer akcesji:
EJ1332513
Czasopismo naukowe
Mathematics anxiety is a reality for many students as a number of community college and four-year university students feel disconnected from math and struggle to pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented when aiding students struggling with anxiety. "The Instructional Triangle" was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbate mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation.

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