Working to develop Mathematical Resilience in

Transcript:Working to develop Mathematical Resilience in:
Working to develop Mathematical Resilience in Individuals Sue Johnston-Wilder Key message? maths anxiety and avoidance are disabling and 'treatable' What do we mean by treatable? Learners can develop strategies for re-inclusion in mathematics, and progressing with skills and awareness for self-safeguarding within a local culture that may or may not promote mathematical resilience. For example: CfMR 24 hour course for 16 delegates: learning to listen exploring, options and action (Egan model) avoiding premature action goal setting and reviewing feedback strategies for approaching unfamiliar tasks reflections how to get out of the red zone (5/7 breathing) CfMR Increased mathematical resilience Reduced maths anxiety CfMR Mid-way assessment of A-level students: “The value added [by CfMR] is +0.9 compared to a cohort average of +0.3.” For example, 1:1 exploring maths story (exclusion? harm? anticipation of harm?) explaining hand model of brain explaining exclusion, embarrassment, other social threats perceived as threats by brain growth zone model developing language of growth and panic zones Developing the language of the growth zone model safe relaxed at ease complacent ... excited nervous engaged inquisitive... frightened panicky anxious ...cf hand model The growth zone model: amber zone New learning happens in the growth zone – it should be safe to make mistakes, get stuck, require support, find activities challenging & tiring. For example, 1:1 giving control – continue or break working on some maths with control follow-up sessions, stay in touch Hani PhD candidate Former primary school teacher Several disastrous attempts at SPSS course Hani two problems (e.g., the absence of the teacher and the complexity of math as the result of discontinuity between the elementary and preparatory school in terms of math) I started to experience disability in math (please forgive me I could not put it other way). Hani I felt that the teacher was talking a language, a totally foreign one, which I was not able to understand, grasp, or contribute to. I started to experience math alienation as I was a passive student at these classes I chose to carry on my studies at a faculty where there was no math at all. Hani I think this way of avoiding math in my academic live resembles a body which is functioning with one kidney only. I could not do math not because I did not want to but the context played a huge role. Hani transformed from feeling disabled to not completely skilful but