The student 'doesn't have it'

I have been talking with a delightful, mathematically resilient teacher who is exploring new pedagogic approaches to making maths ALIVE for her pupils: accessible, linked, inclusive, valued, engaging.

One of her students was described by a previous mathematics teacher as having "peaked; they just don't have it".

I suggest that, in the twenty-first century, with new knowledge of neuro-plasticity, this view represents not just a 'fixed mindset' ignorance of the excellent work of Carol Dweck, but also a practice of excluding certain kinds of learners; according to Bruner, amongst many others, all learners can progress but some may need an iconic or an enactive approach to concepts, to reduce the step-size and enable progression.

She and many other teachers have had success with algebra tiles; see for example: http://www.regentsprep.org/regents/math/algebra/teachres/ttiles.htm

Sue Johnston-Wilder : 28 Oct 2015 16:15 |  Comments (0) |  Close comments |  Report a problem

BUILDING MATHERMATICAL RESILIENCE IN STUDENTS WHO HAVE EXPERIENCED REPEATED FAILURE

This conference paper discusses the outcomes of the Level 1 Coaching for Mathematical Resilience course, for a group of 17 school students (Sept to Nov 2014), who were being expected to re-sit GCSE mathematics after demoralising previous failure.

The school students learned to manage their own reactions to mathematical ideas, to explore choices and to reflect on how to support themselves and others to find the resources to overcome affective barriers to learning mathematics. The transformations experienced by the participants have impacted on mathematics attainment and attitude and also more widely, and this impact has been recognised both by the individuals and by the school.

iceri_2015_paper_2_submitted.pdf

Sue Johnston-Wilder : 26 Oct 2015 13:55 |  Comments (0) |  Close comments |  Report a problem

Supporting A–level students who thought they had left maths behind

This conference paper discusses the outcomes of the Level 1 Coaching for Mathematical Resilience course, for a group of 5 school students (Sept to Nov 2014), who volunteered to become ‘peer coaches for mathematical resilience’ in school.

The course provided a safe and collaborative working environment in which the school students learned to manage their own reactions to mathematical ideas, to explore choices and to reflect on how to support someone else to find the resources to overcome their own barriers to learning mathematics. The data confirm that once a school student has begun to develop their own personal mathematical resilience, they can successfully coach themselves and others to manage their anxiety and develop as resilient learners and users of mathematics.

Learner outcomes improved noticeably as a result and, as coaches, the students were able to coach others including at a higher level of maths.

iceri_2015_paper.pdf

Sue Johnston-Wilder : 18 Oct 2015 17:37 |  Tags: Coaching Learning Mathematical Resilience |  Comments (0) |  Close comments |  Report a problem

Mary's paper now published in EduLearn Conference proceedings

The paper summaraising Mary Lugalia's PhD work with year 7s using Grid Algebra is now published as a conference paper.

edulearn_paper_2015.pdf

Sue Johnston-Wilder : 27 Jul 2015 11:46 |  Tags: Affective Algebra Attainment Domain Ict Mathematical Resilience |  Comments (0) |  Close comments |  Report a problem

Jo Boaler – links growth mindset with developing resilience

Writing about web page http://www.youcubed.org/wp-content/uploads/14_Boaler_FORUM_55_1_web.pdf

Sue Johnston-Wilder : 14 Jul 2015 14:07 |  Comments (0) |  Close comments |  Report a problem

Youcubed website

Writing about web page https://www.youcubed.org/

Jo Boaler continues to promote mathematics inclusion and, implicitly, 'mathematical resilience'.

Her 7 positive maths classroom norms resonate well.

See http://www.youcubed.org/wp-content/uploads/Positive-Classroom-Norms2.pdf

Sue Johnston-Wilder : 08 Jul 2015 12:08 |  Comments (0) |  Close comments |  Report a problem

Call to practitioners addressing mathematics anxiety

call_for_contributions_from_practitioners.pdf

We issue an invitation to all practitioners working with students with mathematics anxiety to take part in our November conference. There are still some bursaries available for UK practitioners.

Sue Johnston-Wilder : 06 Jul 2015 09:47 |  Comments (0) |  Close comments |  Report a problem

Making the grade D to C

Writing about web page https://makingthegraded2c.wordpress.com/case-studies/franklin-college/

Today I met Emma Bell at the East Midlands Maths Fest.

She introduced me to the website

Making the grade, D to C

– solutions in 16-19 study programmes for GCSE maths and English

Emma and her colleagues have contributed a case study to the collection

They too are finding resonance with the notion of mathematical resilience.

Sue Johnston-Wilder : 03 Jul 2015 18:23 |  Comments (0) |  Close comments |  Report a problem

growth–mind–set and sense–of–purpose interventions

Writing about web page http://pss.sagepub.com/content/early/2015/04/09/0956797615571017.abstract

In the Mathematical Resilience model we have a factor we call 'value'; we see 'value' as closely related to 'pupose' and 'meaning'.

In the research by Paunesku and colleagues from Stanford and Texas, the authors combine Dweck's 'growth mindset' with 'sense-or-purpose'. They find that:

"Among students at risk of dropping out of high school (one third of the sample), each intervention raised students’ semester grade point averages in core academic courses and increased the rate at which students performed satisfactorily in core courses by 6.4 percentage points."

Sue Johnston-Wilder : 26 Jun 2015 11:22 |  Comments (0) |  Close comments |  Report a problem

Mathematics avoidance – what can teachers do?

Writing about web page http://www.apa.org/news/press/releases/2002/03/math-avoidance.aspx

"By early adolescence, it is common for some students to become experts in avoidance strategies — avoiding asking for help when they need it, withdrawing effort and resisting novel approaches to learning — in order to deflect attention from [perceived] low ability."

Teachers can:

• emphasize learning, understanding, effort and enjoyment
• help students understand
• give opportunities to demonstrate new competencies
• provide substantial motivational support for learning.
• ensure students do not feel inadequate or ashamed when they do not understand
• model their own thinking processes
• demonstrate that being unsure, learning from mistakes, and asking questions are natural and necessary parts of learning
• discuss the important concepts in a lesson

Students can:

• take active part in discourse that stresses understanding and explanation
• expect support from teachers and peers
• support other students to learn

Article: "The Classroom Environment and Students' Reports of Avoidance Strategies in Mathematics: A Multimethod Study," Julianne C. Turner, University of Notre Dame, Carol Midgley, University of Michigan, Debra K. Meyer, Elmhurst College, Margaret Gheen, University of Michigan, Eric M. Anderman, University of Kentucky, and Yongjin Kang, University of Michigan; Journal of Educational Psychology, Vol. 94, No. 1.

Sue Johnston-Wilder : 25 Jun 2015 21:24 |  Comments (0) |  Close comments |  Report a problem