Date: Thu, 28 Mar 2024 14:36:16 +0000 (UTC) Message-ID: <1328074399.109.1711636576678@7cf636da87ff> Subject: Exported From Confluence MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_Part_108_53823607.1711636576678" ------=_Part_108_53823607.1711636576678 Content-Type: text/html; charset=UTF-8 Content-Transfer-Encoding: quoted-printable Content-Location: file:///C:/exported.html
Maths Anxiety can be described as =E2=80=9Cthe panic, helplessness= , paralysis and mental disorganization that arises among some people when t= hey are required to solve a mathematics problem=E2=80=9D (Tobias & Weis= sbrod, 1980). https://www.sheffield.ac.uk/polopoly_fs/1.753619!/file/Maths_anxiety_= strategies.pdf
Christie Blazer says "A number of researchers have hypothesized that mat= h anxiety disrupts performance because it reduces students=E2=80=99 working= memory, leaving them unable to block out distractions and irrelevant infor= mation or to retain information while working on tasks (Sparks, 2011; Legg = & Locker, 2009; Ashcraft & Krause, 2007; Cavanaugh, 2007; Beilock &= amp; Carr, 2005). https://files.eric.ed.gov/= fulltext/ED536509.pdf
https://blog.heinemann.com/= confronting-shame-in-the-math-classroom
Gerardo Romirez: Motivated Forgetting in Early Mathematics. "Educators assume that students are motivated t= o retain what they are taught. Yet, students commonly report that they forg= et most of what they learn, especially in mathematics ... this proof-of-concept study suggests that children may deal with threatening clas= sroom experiences by forgetting important course relevant knowledge."
Often low attaining learners already have smaller working memories so fo= r them a reduction in working memory is an even larger problem to overcome.=