On creating a 'free of anxiety' assessment environment for students with special needs

Yevdokimov, Oleksiy (2011) On creating a 'free of anxiety' assessment environment for students with special needs. In: NORSMA6: New Trends in Special Needs Education in Mathematics: Problems and Possibilities, 2-4 Nov 2011, Kristiansand, Norway.


The paper discusses a theoretical perspective and supports a possibility of creating a special assessment environment for students with special needs, where their mathematical knowledge and understanding can be assessed without intervention of external psychological factors that may affect such assessment. A concept of a zone with minimal affect of anxiety is introduced and described. Students' successful work to extend the zone through a carefully selected chain of questions, where some of the questions only are part of real assessment, allows reconsidering their status as those with low achievement in mathematics, and identifying their main learning difficulties as of psychological character. Suggestions about further ways for
investigating a 'free of anxiety' assessment environment are given in the final section of the paper.

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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Restrcited access to paper at author's request.
Faculty/School / Institute/Centre: Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited: 04 Jul 2012 05:58
Last Modified: 07 Jul 2017 04:13
Uncontrolled Keywords: mathematics anxiety; assessment
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939907 Special Needs Education
URI: http://eprints.usq.edu.au/id/eprint/20786

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