ERIC Number: EJ1454859
Record Type: Journal
Publication Date: 2025
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1366-4530
EISSN: EISSN-1747-5120
Remembering Learning Mathematics -- We Can Run but We Can't Hide
Teacher Development, v29 n1 p167-186 2025
The adult participants in this study range in age from 20 to 50 years. They describe their remembered experiences of learning mathematics in both primary and secondary education. None of the participants achieved the qualifications in mathematics which would allow them access to higher education. They are now studying mathematics after many years away because it is required to achieve their ambitions. Each participant has considerable mathematics anxiety, which, they reported, resulted in reactions towards mathematics ranging from avoidance to fear and distress. The research uses narrative methodologies to collect and analyse these data. Common emergent themes were unsupportive relationships with their teachers and memories of being excluded and humiliated. The data suggests their teachers did not see supporting students' well-being as part of their role, resulting in strong negative emotional reactions. The article concludes that where warm, respectful, relationships are built, barriers to learning mathematics can be overcome.
Descriptors: Mathematics Education, Mathematics Anxiety, Prior Learning, Memory, Adult Students, Adult Learning, Psychological Patterns, Bullying, Student Experience, Social Desirability, Incidence
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A