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The shape of the Australian Curriculum: Mathematics. Rather than teachers seeking to remove anxiety, students can be encouraged to manage their anxiety in order to promote more positive mathematical learning and to develop mathematical resilience.ĪCARA (2009). These approaches include choosing suitable tasks, differentiating those tasks, orchestrating classroom discussions that include all students and consolidating the learning with further tasks suitably varied. Secondly, it is proposed that pedagogical approaches that encourage students to embrace challenge will help to normalise uncertainty in classrooms and promote more positive affect and engagement with mathematics. In particular, the skill of reappraisal is discussed.
Firstly, it is argued that initiatives designed to teach students to use emotion regulation skills can help to reframe anxiety and improve students’ ability to regulate negative emotion. Links between anxiety and uncertainty are discussed and from this discussion, two methods are proposed for reducing the negative impact of mathematics anxiety on learning. In this article, educational and psychological perspectives are used to examine how anxiety and uncertainty in the mathematics classroom can be reframed to benefit mathematical teaching and learning.
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