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首页> 外文期刊>Creative Education >A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics
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A Toolkit for Teachers and Learners, Parents, Carers and Support Staff: Improving Mathematical Safeguarding and Building Resilience to Increase Effectiveness of Teaching and Learning Mathematics

机译：教师和学习者，父母，照顾者和支持人员的工具包：提高数学保障和建立弹​​性，以提高教学和学习数学的效力

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摘要

Mathematics anxiety is a longstanding, prevalent, global problem, and the scholarly literature demonstrates that it has significant consequences for both individuals and wider society. However, to date, there has been no simple, comprehensive, practical approach available to teachers, support staff, parents/carers and learners to address the issue. In this paper, previous work and existing approaches to addressing mathematics anxiety are reviewed; underlying concepts are examined, such as psychological safeguarding in the context of mathematics education and the distinction between the learner’s psychological states of challenge and threat. Agency is important for the well-being of learners and those who support them; an argument is made for an original approach to improving mathematical safeguarding and building mathematical resilience that involves increasing agency. This new approach brings three recognisable tools into a toolkit designed to be accessible to teachers, learners, parents/carers and support staff. The three tools are all individually well-established in specialised practice; they are: the hand model of the brain; the relaxation response and the growth zone model. It is argued that these tools are particularly well suited to addressing mathematics anxiety, that they are complementary and that together they form an effective and accessible toolkit. Details from small-scale studies are shared and it is concluded that this approach warrants further research to properly establish efficacy.
机译：数学焦虑是一种长期的，普遍的，全球问题，学术文学表明，对个人和更广泛的社会来说，它具有重大影响。然而，迄今为止，教师，支持人员，家长/护理人员和学习者没有任何简单，全面，实用的方法，以解决这个问题。在本文中，综述了以前的工作和现有的解决数学焦虑的方法;审查了基础概念，例如在数学教育背景下的心理保障，以及学习者心理状态的挑战和威胁之间的区别。代理对于学习者的福祉以及支持他们的人来说很重要;争论是为了提高数学保障和建立涉及越来越多机构的数学恢复性的原始方法。这种新方法将三个可识别的工具带入旨在可供教师，学习者，父母/照顾者和支持人员访问的工具包中。这三种工具在专业实践中都是个人成立的;它们是：大脑的手模型;弛豫响应和生长区模型。有人认为，这些工具特别适合解决数学焦虑，它们是互补的，它们在一起形成了一种有效和可访问的工具包。分享小规模研究的详细信息，结论是该方法认证进一步研究，以适当地建立疗效。

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