04
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)<br>
05
CfMR Increased mathematical resilience Reduced maths anxiety<br>
06
CfMR Mid-way assessment of A-level students: “The value added [by CfMR] is +0.9 compared to a cohort average of +0.3.”<br>
07
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<br>
08
Developing the language of the growth zone model safe
relaxed
at ease
complacent
... excited
nervous
engaged
inquisitive... frightened
panicky
anxious
...cf hand model<br>
09
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.<br>
10
For example, 1:1 giving control – continue or break
working on some maths with control
follow-up sessions, stay in touch<br>
11
Hani PhD candidate
Former primary school teacher
Several disastrous attempts at SPSS course<br>
12
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).<br>
13
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.<br>
14
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.<br>
15
Hani transformed from feeling disabled to not completely skilful but a real beginner not a disabled one.
with the potential to move forward
like a child... I should have known that before
annoying it is not difficult I just needed this help and I didn’t get it when I needed it
I feel stupid about it
a bit sad that I didn't learn it before<br>
16
Hani transformed Thinking in terms of the hand model of the brain, I start panicking
My mind goes off line and I can't think about statistics at the time.
First time, flip straight away I can't calm myself
This time, it started to go offline. I asked questions, I was quicker, because of the book and the project
I came to know some statistical descriptions and influences of one variable on the other<br>
17
Molly Masters student
Mum
TA<br>
18
Molly – frightened I always remember him shouting I DONT CARE HOW THEY DO IT. THIS IS HOW I DO IT AND YOU WILL LEARN'
Sometimes it felt like he had a point to prove in being able to get me to understand and that I was frustrating him by not. He would then get louder and louder as I start to retreat to my room.
One point he even shot up out the chair and grabbed me round the back of the neck and aimed my head at the book and would shout LOOK!! I would be crying at this point and just want to hide away.<br>
19
Molly – no longer helpless The mere thought of having to do any form of maths that is not general addition just sends me to feeling like a child again.
However, the trust I feel with Sue makes me feel like I could tackle anything, even though a little anxious at the maths.
Sue started me off and I built my own tables square, noticing patterns in the numbers.
My partner offered to help but I wanted to work on it on my own. I was enjoying it!<br>
20
Anne Charity administrator
Choosing AS, she wanted to study astrophysics
But she hated the maths. She took AS additional maths and got a tutor outside school but that did not go very well and 'was too late'.
She dropped maths, taking A2 in physics, french and English, and took a degree in politics.<br>
21
Anne: not good enough I wasn’t special enough to be in this gifted and talented [group] and I think that probably affects how you ... see yourself. You see yourself as more of an average student rather than an outstanding student.<br>
22
Anne: times tables year 4 or year 5
teacher would kind of pick on people and ask them you know three nines are .. and you would have to answer
that was just awful for me I absolutely hated that and it ... it just created that kind of panic
it’s kind of the humiliation factor of if you get asked and you don’t know, everyone’s going to laugh at you
in that environment [it felt] as though you had to know it and if you didn’t know it you were stupid.
And I remember at that point I started to pretend because I think I was so preoccupied by this feeling of fear<br>
23
Anne: back in maths classroom What was really interesting for me was observing myself doing this process of sort of panicking [her hand models flipping] of that part of the brain disengaging but actually being able to consciously notice that happening.
And almost try to begin to put a pause in and see that happening hmm oh that’s interesting but not let that take over and cloud the whole experience of being in the classroom.<br>
24
Anne: back in maths classroom being back in that environment made me realise how important it was to be able to correct that [panicking]and not stay in that state of fear and threat and panic cos you’d never gonna learn anything if you’re feeling like that<br>
