Yevdokimov, Oleksiy (2021) Minimising mathematical anxiety in teaching mathematics and assessing student’s work. In: Exploring New Ways to Connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. Tredition GmbH, Germany, pp. 1090-1096. ISBN 9783347399129
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Text (Published Version)
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Abstract
This paper builds up a theoretical perspective and supports a possibility of creating a special assessment environment for students, where mathematical knowledge and understanding can be assessed with a reduced number of external psychological factors that may affect such assessment. A concept of a zone with minimal effect of anxiety is introduced and described. Students’ successful work on extending the zone by means of a carefully selected chain of questions, where some questions only are part of a real assessment, allows students to reconsider their attitudes towards mathematics and assist teachers to identify some students’ main learning difficulties as of psychological character. Further suggestions about developing and investigating special assessment environments are outlined and discussed.
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Statistics for this ePrint Item |
| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Sciences (6 Sep 2019 - 31 Dec 2021) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Sciences (6 Sep 2019 - 31 Dec 2021) |
| Date Deposited: | 14 Mar 2022 01:22 |
| Last Modified: | 26 May 2022 05:32 |
| Uncontrolled Keywords: | mathematical anxiety; teaching mathematics |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy |
| Socio-Economic Objectives (2020): | 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160301 Assessment, development and evaluation of curriculum |
| URI: | http://eprints.usq.edu.au/id/eprint/47122 |
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