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Direct linkRuef, Jennifer L.; Torres, Ana M. – Mathematics Teacher: Learning and Teaching PK-12, 2020
The beginning of the school year is a time of intense work for students and teachers, especially if it means learning mathematics in new ways (Ruef 2016). Students need guidance and support if they are shifting beliefs about what it means to do mathematics. This article shows how Torres and her students co-created new ways to be good at…
Descriptors: Scaffolding (Teaching Technique), Risk, Mathematics Anxiety, Mathematics Instruction
Sullivan, Peter; Bobis, Janette; Downton, Ann; Feng, Maggie; Livy, Sharyn; Hughes, Sally; McCormick, Melody; Russo, James – Australian Primary Mathematics Classroom, 2020
The fear of making mistakes and avoidance of risks can create disabling anxiety and limit learning opportunities. However, it is possible to teach mathematics in ways that not only reduce student agency but also have the effect of excluding some students. This article proposes approaches that are intended to both foster student decision making and…
Descriptors: Risk, Learner Engagement, Mathematics Instruction, Mathematics Anxiety
Download full textClarissa A. Thompson; Jennifer M. Taber; Pooja G. Sidney; Charles J. Fitzsimmons; Marta K. Mielicki; Percival G. Matthews; Erika A. Schemmel; Nicolle Simonovic; Jeremy L. Foust; Pallavi Aurora; David J. Disabato; T. H. Stanley Seah; Lauren K. Schiller; Karin G. Coifman – Grantee Submission, 2021
At the onset of the coronavirus disease (COVID-19) global pandemic, our interdisciplinary team hypothesized that a mathematical misconception--whole number bias (WNB)--contributed to beliefs that COVID-19 was less fatal than the flu. We created a brief online educational intervention for adults, leveraging evidence-based cognitive science…
Descriptors: COVID-19, Pandemics, Cognitive Processes, Logical Thinking
