Start Date
5-8-2013 2:45 PM
End Date
5-8-2013 4:00 PM
Subjects
Mathematics anxiety
Abstract
Concurrent Session Block 2
Recommended Citation
Buckley, S., & Reid, K. (2013, August 05). Learning and fearing mathematics : insights from psychology and neuroscience [Paper presentation]. 2013 - How the Brain Learns: What lessons are there for teaching?. https://research.acer.edu.au/research_conference/RC2013/5august/17
Included in
Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons
Aug 5th, 2:45 PM
Aug 5th, 4:00 PM
Learning and fearing mathematics : insights from psychology and neuroscience
Concurrent Session Block 2
Comments
Researchers investigating mathematical development do so from different perspectives. Disciplines such as education, psychology and neuroscience have focused on mathematical learning and motivation, but research in these fields has tended to be conducted independently. Although different research strategies and methodologies are employed in each discipline, similar research questions inform these approaches and findings from these areas are complementary. In this session, the authors consider two examples from the field of research on mathematical development and present some relevant research developments from psychology and neuroscience. Their first example focuses on how very young children begin to acquire mathematics concepts. In their second example, they discuss the phenomenon of mathematics anxiety and its impact on children’s learning of mathematics. The authors’ overarching goal is to illustrate how findings from psychology and neuroscience may be used to better understand the processes underlying children’s learning of mathematics, and to suggest how these findings might be applicable to mathematical behaviour in the classroom.