Addressing math anxiety in the classroom
By M. Finlayson. 2014
170 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/cc914428a38c6ffbbef6411e73f5e36c0602734f
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In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics (2019, background): “Research into mathematics anxiety among preservice teachers, including Finlayson (2014), Jackson and Leffingwell (1999) and Haciomeroglu (2013), generally has revealed that large majorities of these teachers have experienced such anxiety through certain stages in their personal lives.”
- Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience? (2018, background): “Effective approaches such as using problem-based learning, concrete experiences, incorporating real-life simulations, and implementing hands-on strategies have been known to reduce mathematics anxiety (Finlayson, 2014; Gresham, 2008a; Lake & Kelly, 2014; Unglaub, 1997; Vinson, 2001).”
- Math Anxiety in Students With and Without Math Learning Difficulties (2019, background): “These include lack of the appropriate mathematical background of the students, study habits of memorizing formulas, problems and applications that are not related to real life, challenging and time limited exams, lack of concrete materials, difficulty of some subjects in mathematics, type of persona”