Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors

Authors

Njeri M. Pringle, Valdosta State UniversityFollow
Jamie L. Workman, Valdosta State UniversityFollow
Meagan C. Arrastia-Chisholm, Valdosta State UniversityFollow

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 to 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 when aiding students 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 exacerbate 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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Pringle, Njeri M.; Workman, Jamie L.; and Arrastia-Chisholm, Meagan C. (2022) "Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors," Georgia Educational Researcher: Vol. 19: Iss. 1, Article 1.
DOI: 10.20429/ger.2022.190101
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol19/iss1/1