Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors
Location
Session 2 Presentations - Mathematics Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
Mathematics anxiety is a reality for many students as a number of community-college and four-year university students feel disconnected from math and struggle pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented once they detected that their students were struggling with anxiety. The Instructional Triangle was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbated mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation.
Keywords
Mathematics Anxiety, Instructional Triangle, Interventions, Strategies, Practices, Qualitative Research
Professional Bio
Pringle’s Bio: Njeri Pringle is a recent graduate of the Doctorate of Education (Leadership) and holds a Bachelor’s of Sociology and Anthropology and a Masters of Educational Leadership from Valdosta State University along with Associates of Sciences in (Sociology, Psychology, Mathematics, and Computer Science) from Abrham Baldwin Agricultural College. She also is a mathematic educator who loves to aid her students in challenging fear in an effort to make stronger connections with themselves, peers, teachers, and content. Arrastia-Chisholm Bio: Meagan Arrastia-Chisholm is an Associate Professor of Educational Psychology at Valdosta State University. She has earned a BA and MA in Sociology from University of Central Florida, as well as a MS and PhD in Instructional Systems and Educational Psychology from Florida State University, respectively. She enjoys teaching preservice teachers and future counselors, as well as working on the scholarship of teaching and learning. Workman Bio: Jamie L. Workman is an Associate Professor of Higher Education Leadership at Valdosta State University. She holds a Bachelor’s degree from Eastern Illinois University, a Master’s degree from Indiana State University, and a Ph.D. from Ohio University. Her research focuses on Higher Education and Student Affairs, and the scholarship of teaching and learning in higher education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Pringle, Njeri M.; Arrastia-Chisholm, Meagan; and Workman, Jamie L., "Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors" (2021). Georgia Educational Research Association Conference. 34.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/34
Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors
Session 2 Presentations - Mathematics Education
Mathematics anxiety is a reality for many students as a number of community-college and four-year university students feel disconnected from math and struggle pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented once they detected that their students were struggling with anxiety. The Instructional Triangle was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbated mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation.
