Year: 2017
Type: other
Abstract: This Master of Teaching Research Project is a qualitative study focused on math anxiety that looks specifically at how number talks impact students with math anxiety. Math anxiety can be described as a feeling of nervousness and/ or fear that prevents an individual from performing in math. The current literature on math anxiety shows how it is a problem that negatively impacts peoples’ self-esteem and ability in math throughout their lives. Limited research suggests strategies that teachers can use to support students with math anxiety such as adjusting teaching styles and making classrooms more inclusive spaces. While these strategies are beneficial, there is little information about specific practices teachers can use in the classroom to support math anxious students. With this in mind the main research question that guided this study is: How do a sample of Ontario elementary school teachers use number talks in their classroom and what outcomes do they observe from their students who are showing signs of math anxiety? To answer this question I collected information from three experienced primary math teachers. These teachers elaborated on what is currently found in the literature by describing the challenges and successes they have had with math anxious students during number talks. The information I have gathered from the interviews and literature indicates that math anxiety is a serious issue that needs attention.
Source: TSpace (University of Toronto)
Author: Rachele Webb
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2618040920