Why do we hate math and how do we teach it?
dc.contributor.author | Seiter, Ashley | |
dc.date.accessioned | 2019-06-11T17:36:34Z | |
dc.date.accessioned | 2020-08-04T15:40:42Z | |
dc.date.available | 2019-06-11T17:36:34Z | |
dc.date.available | 2020-08-04T15:40:42Z | |
dc.date.issued | 2019-05 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12648/1341 | |
dc.description.abstract | In this thesis, I am going to discuss teaching methods and practices that lessen anxiety, due to Math Phobia, in an adolescent setting. I first discuss that students develop Math Phobia, from ineffective teaching strategies, lack of success, and mathematical mindset. To reduce anxiety, effective teachers, must teach how we learn mathematics, using the 3 learning principles and the BDA lesson format. The teaching method, problem-based learning, serves as platform which students learn through discovery, in which teachers create a positive classroom culture, through discussion. I will discuss strategies inside PBL that promote a growth mindset, such as the power of a mistake, differentiation, and formative assessments. Jo Boaler (2016) serves as the main source of research in this thesis, providing insight towards Math Phobia. I argue that these teaching strategies and mindsets are effective in lessening anxiety to allow all students to succeed in the classroom. Keywords: Adolescent Education, Mathematics, Math Phobia, math anxiety, teaching strategies, mathematical mindset growth mindset, fixed mindset, success, prior knowledge, conceptual understanding, procedural fluency, problem-solving skills, metacognition, BDA format, essential question, learning objective, learning through discovery, problem-based learning, direct instruction, positive classroom culture, discussion, power of a mistake, memorization, differentiation, multiple modalities, scaffolding, student choice, heterogeneous grouping, homogeneous grouping, assess for learning, formative assessment, summative assessment | en_US |
dc.language.iso | en_US | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
dc.subject | Research Subject Categories::MATHEMATICS | en_US |
dc.subject | Math anxiety | en_US |
dc.subject | Math phobia | en_US |
dc.subject | Teaching strategies | en_US |
dc.subject | Mathematical mindset | en_US |
dc.subject | Fixed mindset | en_US |
dc.subject | Conceptual understanding | en_US |
dc.subject | Problem-solving skills | en_US |
dc.subject | Metacognition | en_US |
dc.subject | BDA format | en_US |
dc.title | Why do we hate math and how do we teach it? | en_US |
dc.type | Thesis | en_US |
refterms.dateFOA | 2020-08-04T15:40:42Z | |
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