On the role of language and interpretative fluency in addressing mathematics anxiety in adult learners
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(Published version)
Date
2012
Authors
Klinger, C.M.
Editors
Maguire, T.
Keogh, J.J.
O'Donoghue, J.
Keogh, J.J.
O'Donoghue, J.
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Conference paper
Citation
Mathematical eyes: a bridge between adults, the world and mathematics: proceedings of the 18th International Conference of Adults Learning Mathematics - A Research Forum (ALM), 2012 / Maguire, T., Keogh, J.J., O'Donoghue, J. (ed./s), pp.247-255
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18th International Conference of Adults Learning Mathematics - A Research Forum (ALM) (26 Jun 2011 - 29 Jun 2011 : Dublin, Ireland)
Abstract
Practitioners in further and higher education face considerable challenges in their efforts to achieve effective learning outcomes for 'at risk' students who experience varying degrees of distress arising from their inability to cope with mathematical or numeracy content encountered in what they understood to be non-mathematical topics, or topics that supposedly demand no pre-requisite mathematics skills. Case notes from one-to-one consultations with such students demonstrate the existence of a range of common characteristics that are largely independent of age, gender, area of study, or the means by which students come to their study pathways. These characteristics include confusion, lack of confidence, negative perceptions, narrow focus and, arguably most significant of all, a lack of appreciation of the concept of mathematics as language. Drawing on ideas that follow a connectivist approach to learning allied with lessons from English language proficiency, this paper discusses the role of language in mathematics learning. In addition, it outlines a pedagogical framework whereby math-averse behaviours may be mitigated and mathematics anxiety reduced, through the development of a mathematics variant of 'metalinguistic awareness '. This refers to the ability to reflect on and analyze mathematical language which promotes the interpretative fluency that students need to attend to, and facilitate, the acquisition of propositional and procedural knowledge relevant to their mathematics learning needs.
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Copyright 2012 by Adults Learning Mathematics – A Research Forum. All rights reserved.