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Who is actually driving? A trans-theoretical view of mathematics anxiety

Show simple item record Randell, Nardia
dc.contributor.editor Kriek, Jeanne 2019-12-06T12:24:57Z 2019-12-06T12:24:57Z © 2019 2019
dc.identifier.citation 2019 ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2019, Mopani Camp in Kruger National Park, Mpumalanga, South Africa en
dc.identifier.isbn 978-1-77615-062-5
dc.description.abstract Mathematics anxiety (MA, or maths anxiety, for short) is a phenomenon which, at first glance, seems a simple term, but on closer investigation reveals itself to be a highly complex construct. For this reason, we propose in this paper that a trans-theoretical lens is needed when we look at maths anxiety in high school core maths pupils who are already under considerable pressure for their scholastic level. We integrate cognitive-behavioural theory with positive and social psychology tools, as well as drawing on fields of neuroscience, and STEM (Science, Technology, Engineering and Maths) education within the context of increasingly globalised education, which falls within the so-called 4th Industrial Revolution. We claim that not only pupils with poor maths ability can suffer from MA; average to top pupils can, too. These pupils often fall through the cracks where assessment policies drive pupils too fast but do not teach them to steer. We introduce the motorway model as a metaphor for education systems and propose a policy change that includes cognitive affective self-regulation and Mind-Body Skills strategies (which can be taught). These tools offer solutions alternative to medication, psychotherapy, or extracurricular classes. en
dc.language English
dc.language.iso en en
dc.publisher Institute of Science & Technology Education, University of South Africa en
dc.rights © 2019 Institute for Science and Technology Education (ISTE), University of South Africa
dc.rights All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.
dc.subject Mathematics en
dc.subject Maths en
dc.subject Anxiety en
dc.subject Somatic Experiencing® en
dc.subject embodied psychology en
dc.subject positive psychology en
dc.subject mind-body skills en
dc.subject high school en
dc.title Who is actually driving? A trans-theoretical view of mathematics anxiety en
dc.type Article en
dc.description.department Institute for Science and Technology Education (ISTE) en

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